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

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

 

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

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

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

Title of Thesis

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

Publications 

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

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

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

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

Conference Papers and Presentations

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

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

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

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

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

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

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

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

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

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

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

Title of thesis

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

Conference papers

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

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

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

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

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

Research Assistant Publications

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

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

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

SOLE AUTHOR PUBLICATIONS

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

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

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

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

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

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

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

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

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

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

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

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

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

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

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

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

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

 

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

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

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

Title of Thesis

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

Publications 

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

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

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

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

Conference Papers and Presentations

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

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

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

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

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

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

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

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

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

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

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

Title of thesis

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

Conference papers

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

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

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

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

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

Research Assistant Publications

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

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

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

SOLE AUTHOR PUBLICATIONS

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

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

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

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

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

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

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

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

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

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

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

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

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

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

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

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

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

 

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

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

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

Title of Thesis

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

Publications 

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

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

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

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

Conference Papers and Presentations

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

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

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

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

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

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

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

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

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

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

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

Title of thesis

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

Conference papers

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

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

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

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

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

Research Assistant Publications

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

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

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

SOLE AUTHOR PUBLICATIONS

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

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

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

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

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

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

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

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

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

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

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

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

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

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

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

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

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

 

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

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

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

Title of Thesis

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

Publications 

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

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

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

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

Conference Papers and Presentations

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

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

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

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

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

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

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

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

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

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

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

Title of thesis

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

Conference papers

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

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

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

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

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

Research Assistant Publications

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

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

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

SOLE AUTHOR PUBLICATIONS

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

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

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

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

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

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

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

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

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

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

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

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

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

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

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

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

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

 

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

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

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

Title of Thesis

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

Publications 

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

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

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

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

Conference Papers and Presentations

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

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

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

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

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

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

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

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

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

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

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

Title of thesis

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

Conference papers

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

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

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

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

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

Research Assistant Publications

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

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

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

SOLE AUTHOR PUBLICATIONS

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

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

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

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

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

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

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

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

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

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

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

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

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

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

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

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

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

 

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

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

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

Title of Thesis

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

Publications 

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

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

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

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

Conference Papers and Presentations

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

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

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

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

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

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

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

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

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

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

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

Title of thesis

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

Conference papers

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

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

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

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

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

Research Assistant Publications

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

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

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

SOLE AUTHOR PUBLICATIONS

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

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

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

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

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

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

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

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

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

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

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

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

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

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

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

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

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

 

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

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

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

Title of Thesis

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

Publications 

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

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

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

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

Conference Papers and Presentations

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

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

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

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

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

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

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

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

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

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

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

Title of thesis

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

Conference papers

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

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

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

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

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

Research Assistant Publications

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

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

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

SOLE AUTHOR PUBLICATIONS

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

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

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

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

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

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

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

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

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

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

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

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

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

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

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

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

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

 

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

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

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

Title of Thesis

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

Publications 

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

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

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

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

Conference Papers and Presentations

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

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

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

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

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

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

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

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

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

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

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

Title of thesis

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

Conference papers

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

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

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

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

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

Research Assistant Publications

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

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

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

SOLE AUTHOR PUBLICATIONS

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

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

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

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

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

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

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

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

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

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

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

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

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

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

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

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

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

 

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

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

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

Title of Thesis

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

Publications 

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

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

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

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

Conference Papers and Presentations

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

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

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

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

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

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

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

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

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

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

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

Title of thesis

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

Conference papers

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

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

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

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

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

Research Assistant Publications

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

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

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

SOLE AUTHOR PUBLICATIONS

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

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

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

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

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

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

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

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

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

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

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

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

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

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

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

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

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

 

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

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

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

Title of Thesis

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

Publications 

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

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

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

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

Conference Papers and Presentations

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

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

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

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

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

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

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

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

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

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

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

Title of thesis

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

Conference papers

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

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

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

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

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

Research Assistant Publications

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

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

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

SOLE AUTHOR PUBLICATIONS

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

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

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

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

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

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

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

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

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

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

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

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

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

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

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

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

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

 

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

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

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

Title of Thesis

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

Publications 

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

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

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

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

Conference Papers and Presentations

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

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

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

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

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

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

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

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

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

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

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

Title of thesis

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

Conference papers

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

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

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

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

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

Research Assistant Publications

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

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

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

SOLE AUTHOR PUBLICATIONS

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

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

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

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

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

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

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

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

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

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

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

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

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

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

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

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

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

 

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

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

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

Title of Thesis

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

Publications 

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

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

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

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

Conference Papers and Presentations

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

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

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

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

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

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

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

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

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

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

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

Title of thesis

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

Conference papers

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

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

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

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

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

Research Assistant Publications

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

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

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

SOLE AUTHOR PUBLICATIONS

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

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

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

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

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

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

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

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

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

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

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

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

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

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

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

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

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

 

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

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

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

Title of Thesis

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

Publications 

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

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

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

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

Conference Papers and Presentations

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

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

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

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

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

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

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

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

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

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

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

Title of thesis

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

Conference papers

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

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

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

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

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

Research Assistant Publications

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

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

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

SOLE AUTHOR PUBLICATIONS

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

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

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

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

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

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

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

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

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

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

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

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

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

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

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

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

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

 

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

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

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

Title of Thesis

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

Publications 

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

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

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

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

Conference Papers and Presentations

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

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

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

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

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

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

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

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

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

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

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

Title of thesis

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

Conference papers

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

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

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

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

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

Research Assistant Publications

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

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

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

SOLE AUTHOR PUBLICATIONS

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

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

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

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

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

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

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

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

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

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

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

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

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

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

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

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

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

 

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

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

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

Title of Thesis

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

Publications 

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

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

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

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

Conference Papers and Presentations

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

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

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

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

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

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

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

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

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

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

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

Title of thesis

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

Conference papers

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

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

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

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

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

Research Assistant Publications

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

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

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

SOLE AUTHOR PUBLICATIONS

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

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

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

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

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

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

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

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

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

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

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

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

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

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

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

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

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

 

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

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

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

Title of Thesis

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

Publications 

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

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

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

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

Conference Papers and Presentations

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

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

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

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

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

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

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

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

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

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

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

Title of thesis

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

Conference papers

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

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

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

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

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

Research Assistant Publications

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

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

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

SOLE AUTHOR PUBLICATIONS

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

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

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

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

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

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

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

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

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

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

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

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

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

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

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

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

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

 

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

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

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

Title of Thesis

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

Publications 

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

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

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

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

Conference Papers and Presentations

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

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

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

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

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

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

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

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

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

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

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

Title of thesis

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

Conference papers

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

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

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

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

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

Research Assistant Publications

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

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

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

SOLE AUTHOR PUBLICATIONS

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

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

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

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

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

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

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

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

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

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

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

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

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

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

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

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

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

 

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

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

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

Title of Thesis

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

Publications 

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

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

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

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

Conference Papers and Presentations

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

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

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

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

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

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

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

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

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

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

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

Title of thesis

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

Conference papers

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

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

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

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

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

Research Assistant Publications

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

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

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

SOLE AUTHOR PUBLICATIONS

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

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

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

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

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

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

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

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

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

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

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

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

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

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

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

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

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

 

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

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

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

Title of Thesis

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

Publications 

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

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

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

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

Conference Papers and Presentations

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

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

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

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

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

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

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

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

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

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

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

Title of thesis

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

Conference papers

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

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

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

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

“Teaching South Africa’s Truth and Reconciliation Commission”, (2017) European Conference on African Studies, Universität Basel, Switzerland.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Marion is undertaking the D.Phil part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

Title of thesis

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

Conference papers

Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

“The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives”, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

“New Generations, Old Wounds: Learning History at Home and School in Northern Ireland”, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

“The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding”, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

“Teaching South Africa’s Truth and Reconciliation Commission”, (2017) European Conference on African Studies, Universität Basel, Switzerland.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Marion is undertaking the D.Phil part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

Title of thesis

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

Conference papers

Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

“The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives”, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

“New Generations, Old Wounds: Learning History at Home and School in Northern Ireland”, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

“The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding”, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

“Teaching South Africa’s Truth and Reconciliation Commission”, (2017) European Conference on African Studies, Universität Basel, Switzerland.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Marion is undertaking the D.Phil part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

Title of thesis

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

Conference papers

Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

“The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives”, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

“New Generations, Old Wounds: Learning History at Home and School in Northern Ireland”, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

“The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding”, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

“Teaching South Africa’s Truth and Reconciliation Commission”, (2017) European Conference on African Studies, Universität Basel, Switzerland.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Marion is undertaking the D.Phil part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

Title of thesis

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

Conference papers

Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

“The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives”, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

“New Generations, Old Wounds: Learning History at Home and School in Northern Ireland”, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

“The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding”, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

“Teaching South Africa’s Truth and Reconciliation Commission”, (2017) European Conference on African Studies, Universität Basel, Switzerland.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Marion is undertaking the D.Phil part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

Title of thesis

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

Conference papers

Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

“The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives”, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

“New Generations, Old Wounds: Learning History at Home and School in Northern Ireland”, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

“The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding”, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

“Teaching South Africa’s Truth and Reconciliation Commission”, (2017) European Conference on African Studies, Universität Basel, Switzerland.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Marion is undertaking the D.Phil part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

Title of thesis

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

Conference papers

Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

“The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives”, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

“New Generations, Old Wounds: Learning History at Home and School in Northern Ireland”, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

“The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding”, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

“Teaching South Africa’s Truth and Reconciliation Commission”, (2017) European Conference on African Studies, Universität Basel, Switzerland.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Marion is undertaking the D.Phil part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

Title of thesis

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

Conference papers

Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

“The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives”, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

“New Generations, Old Wounds: Learning History at Home and School in Northern Ireland”, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

“The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding”, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

“Teaching South Africa’s Truth and Reconciliation Commission”, (2017) European Conference on African Studies, Universität Basel, Switzerland.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Marion is undertaking the D.Phil part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

Title of thesis

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

Conference papers

Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

“The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives”, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

“New Generations, Old Wounds: Learning History at Home and School in Northern Ireland”, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

“The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding”, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

“Teaching South Africa’s Truth and Reconciliation Commission”, (2017) European Conference on African Studies, Universität Basel, Switzerland.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Marion is undertaking the D.Phil part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

Title of thesis

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

Conference papers

Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

“The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives”, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

“New Generations, Old Wounds: Learning History at Home and School in Northern Ireland”, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

“The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding”, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

“Teaching South Africa’s Truth and Reconciliation Commission”, (2017) European Conference on African Studies, Universität Basel, Switzerland.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Marion is undertaking the D.Phil part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

Title of thesis

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

Conference papers

Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

“The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives”, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

“New Generations, Old Wounds: Learning History at Home and School in Northern Ireland”, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

“The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding”, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

“Teaching South Africa’s Truth and Reconciliation Commission”, (2017) European Conference on African Studies, Universität Basel, Switzerland.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Marion is undertaking the D.Phil part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

Title of thesis

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

Conference papers

Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

“The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives”, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

“New Generations, Old Wounds: Learning History at Home and School in Northern Ireland”, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

“The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding”, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

“Teaching South Africa’s Truth and Reconciliation Commission”, (2017) European Conference on African Studies, Universität Basel, Switzerland.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Marion is undertaking the D.Phil part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

Title of thesis

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

Conference papers

Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

“The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives”, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

“New Generations, Old Wounds: Learning History at Home and School in Northern Ireland”, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

“The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding”, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

“Teaching South Africa’s Truth and Reconciliation Commission”, (2017) European Conference on African Studies, Universität Basel, Switzerland.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Marion is undertaking the D.Phil part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

Title of thesis

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

Conference papers

Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

“The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives”, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

“New Generations, Old Wounds: Learning History at Home and School in Northern Ireland”, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

“The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding”, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

“Teaching South Africa’s Truth and Reconciliation Commission”, (2017) European Conference on African Studies, Universität Basel, Switzerland.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Marion is undertaking the D.Phil part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

Title of thesis

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

Conference papers

Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

“The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives”, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

“New Generations, Old Wounds: Learning History at Home and School in Northern Ireland”, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

“The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding”, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

“Teaching South Africa’s Truth and Reconciliation Commission”, (2017) European Conference on African Studies, Universität Basel, Switzerland.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Marion is undertaking the D.Phil part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

Title of thesis

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

Conference papers

Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

“The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives”, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

“New Generations, Old Wounds: Learning History at Home and School in Northern Ireland”, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

“The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding”, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

“Teaching South Africa’s Truth and Reconciliation Commission”, (2017) European Conference on African Studies, Universität Basel, Switzerland.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Marion is undertaking the D.Phil part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

Title of thesis

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

Conference papers

Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

“The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives”, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

“New Generations, Old Wounds: Learning History at Home and School in Northern Ireland”, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

“The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding”, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

“Teaching South Africa’s Truth and Reconciliation Commission”, (2017) European Conference on African Studies, Universität Basel, Switzerland.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Marion is undertaking the D.Phil part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

Title of thesis

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

Conference papers

Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

“The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives”, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

“New Generations, Old Wounds: Learning History at Home and School in Northern Ireland”, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

“The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding”, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

“Teaching South Africa’s Truth and Reconciliation Commission”, (2017) European Conference on African Studies, Universität Basel, Switzerland.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Marion is undertaking the D.Phil part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

Title of thesis

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

Conference papers

Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

“The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives”, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

“New Generations, Old Wounds: Learning History at Home and School in Northern Ireland”, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

“The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding”, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

“Teaching South Africa’s Truth and Reconciliation Commission”, (2017) European Conference on African Studies, Universität Basel, Switzerland.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Marion is undertaking the D.Phil part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

Title of thesis

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

Conference papers

Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

“The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives”, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

“New Generations, Old Wounds: Learning History at Home and School in Northern Ireland”, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

“The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding”, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

“Teaching South Africa’s Truth and Reconciliation Commission”, (2017) European Conference on African Studies, Universität Basel, Switzerland.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Marion is undertaking the D.Phil part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

Title of thesis

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

Conference papers

Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

“The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives”, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

“New Generations, Old Wounds: Learning History at Home and School in Northern Ireland”, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

“The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding”, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

“Teaching South Africa’s Truth and Reconciliation Commission”, (2017) European Conference on African Studies, Universität Basel, Switzerland.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Marion is undertaking the D.Phil part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

Title of thesis

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

Conference papers

Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

“The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives”, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

“New Generations, Old Wounds: Learning History at Home and School in Northern Ireland”, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

“The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding”, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

“Teaching South Africa’s Truth and Reconciliation Commission”, (2017) European Conference on African Studies, Universität Basel, Switzerland.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Marion is undertaking the D.Phil part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

Title of thesis

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

Conference papers

Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

“The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives”, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

“New Generations, Old Wounds: Learning History at Home and School in Northern Ireland”, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

“The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding”, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

“Teaching South Africa’s Truth and Reconciliation Commission”, (2017) European Conference on African Studies, Universität Basel, Switzerland.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Marion is undertaking the D.Phil part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

Title of thesis

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

Conference papers

Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

“The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives”, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

“New Generations, Old Wounds: Learning History at Home and School in Northern Ireland”, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

“The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding”, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

“Teaching South Africa’s Truth and Reconciliation Commission”, (2017) European Conference on African Studies, Universität Basel, Switzerland.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Marion is undertaking the D.Phil part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

Title of thesis

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

Conference papers

Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

“The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives”, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

“New Generations, Old Wounds: Learning History at Home and School in Northern Ireland”, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

“The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding”, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

“Teaching South Africa’s Truth and Reconciliation Commission”, (2017) European Conference on African Studies, Universität Basel, Switzerland.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Marion is undertaking the D.Phil part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

Title of thesis

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

Conference papers

Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

“The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives”, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

“New Generations, Old Wounds: Learning History at Home and School in Northern Ireland”, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

“The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding”, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

“Teaching South Africa’s Truth and Reconciliation Commission”, (2017) European Conference on African Studies, Universität Basel, Switzerland.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Marion is undertaking the D.Phil part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

Title of thesis

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

Conference papers

Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

“The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives”, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

“New Generations, Old Wounds: Learning History at Home and School in Northern Ireland”, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

“The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding”, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

“Teaching South Africa’s Truth and Reconciliation Commission”, (2017) European Conference on African Studies, Universität Basel, Switzerland.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Marion is undertaking the D.Phil part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

Title of thesis

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

Conference papers

Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

“The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives”, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

“New Generations, Old Wounds: Learning History at Home and School in Northern Ireland”, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

“The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding”, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

“Teaching South Africa’s Truth and Reconciliation Commission”, (2017) European Conference on African Studies, Universität Basel, Switzerland.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Marion is undertaking the D.Phil part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

Title of thesis

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

Conference papers

Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

“The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives”, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

“New Generations, Old Wounds: Learning History at Home and School in Northern Ireland”, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

“The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding”, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

“Teaching South Africa’s Truth and Reconciliation Commission”, (2017) European Conference on African Studies, Universität Basel, Switzerland.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Marion is undertaking the D.Phil part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

Title of thesis

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

Conference papers

Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

“The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives”, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

“New Generations, Old Wounds: Learning History at Home and School in Northern Ireland”, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

“The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding”, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

“Teaching South Africa’s Truth and Reconciliation Commission”, (2017) European Conference on African Studies, Universität Basel, Switzerland.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Marion is undertaking the D.Phil part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

Title of thesis

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

Conference papers

Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

“The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives”, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

“New Generations, Old Wounds: Learning History at Home and School in Northern Ireland”, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

“The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding”, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

“Teaching South Africa’s Truth and Reconciliation Commission”, (2017) European Conference on African Studies, Universität Basel, Switzerland.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Marion is undertaking the D.Phil part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

Title of thesis

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

Conference papers

Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

“The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives”, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

“New Generations, Old Wounds: Learning History at Home and School in Northern Ireland”, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

“The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding”, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

“Teaching South Africa’s Truth and Reconciliation Commission”, (2017) European Conference on African Studies, Universität Basel, Switzerland.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Marion is undertaking the D.Phil part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

Title of thesis

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

Conference papers

Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

“The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives”, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

“New Generations, Old Wounds: Learning History at Home and School in Northern Ireland”, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

“The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding”, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

“Teaching South Africa’s Truth and Reconciliation Commission”, (2017) European Conference on African Studies, Universität Basel, Switzerland.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Marion is undertaking the D.Phil part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

Title of thesis

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

Conference papers

Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

“The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives”, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

“New Generations, Old Wounds: Learning History at Home and School in Northern Ireland”, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

“The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding”, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

“Teaching South Africa’s Truth and Reconciliation Commission”, (2017) European Conference on African Studies, Universität Basel, Switzerland.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Marion is undertaking the D.Phil part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

Title of thesis

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

Conference papers

Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

“The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives”, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

“New Generations, Old Wounds: Learning History at Home and School in Northern Ireland”, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

“The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding”, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

“Teaching South Africa’s Truth and Reconciliation Commission”, (2017) European Conference on African Studies, Universität Basel, Switzerland.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Marion is undertaking the D.Phil part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

Title of thesis

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

Conference papers

Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

“The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives”, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

“New Generations, Old Wounds: Learning History at Home and School in Northern Ireland”, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

“The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding”, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

“Teaching South Africa’s Truth and Reconciliation Commission”, (2017) European Conference on African Studies, Universität Basel, Switzerland.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Marion is undertaking the D.Phil part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

Title of thesis

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

Conference papers

Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

“The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives”, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

“New Generations, Old Wounds: Learning History at Home and School in Northern Ireland”, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

“The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding”, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

“Teaching South Africa’s Truth and Reconciliation Commission”, (2017) European Conference on African Studies, Universität Basel, Switzerland.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Marion is undertaking the D.Phil part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

Title of thesis

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

Conference papers

Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

“The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives”, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

“New Generations, Old Wounds: Learning History at Home and School in Northern Ireland”, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

“The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding”, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

“Teaching South Africa’s Truth and Reconciliation Commission”, (2017) European Conference on African Studies, Universität Basel, Switzerland.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Marion is undertaking the D.Phil part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

Title of thesis

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

Conference papers

Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

“The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives”, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

“New Generations, Old Wounds: Learning History at Home and School in Northern Ireland”, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

“The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding”, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

“Teaching South Africa’s Truth and Reconciliation Commission”, (2017) European Conference on African Studies, Universität Basel, Switzerland.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Marion is undertaking the D.Phil part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

Title of thesis

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

Conference papers

Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

“The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives”, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

“New Generations, Old Wounds: Learning History at Home and School in Northern Ireland”, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

“The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding”, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

“Teaching South Africa’s Truth and Reconciliation Commission”, (2017) European Conference on African Studies, Universität Basel, Switzerland.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Marion is undertaking the D.Phil part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

Title of thesis

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

Conference papers

Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

“The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives”, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

“New Generations, Old Wounds: Learning History at Home and School in Northern Ireland”, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

“The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding”, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

“Teaching South Africa’s Truth and Reconciliation Commission”, (2017) European Conference on African Studies, Universität Basel, Switzerland.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Marion is undertaking the D.Phil part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

Title of thesis

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

Conference papers

Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

“The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives”, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

“New Generations, Old Wounds: Learning History at Home and School in Northern Ireland”, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

“The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding”, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

“Teaching South Africa’s Truth and Reconciliation Commission”, (2017) European Conference on African Studies, Universität Basel, Switzerland.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Marion is undertaking the D.Phil part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

Title of thesis

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

Conference papers

Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

“The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives”, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

“New Generations, Old Wounds: Learning History at Home and School in Northern Ireland”, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

“The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding”, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

“Teaching South Africa’s Truth and Reconciliation Commission”, (2017) European Conference on African Studies, Universität Basel, Switzerland.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Marion is undertaking the D.Phil part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

Title of thesis

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

Conference papers

Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

“The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives”, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

“New Generations, Old Wounds: Learning History at Home and School in Northern Ireland”, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

“The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding”, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

“Teaching South Africa’s Truth and Reconciliation Commission”, (2017) European Conference on African Studies, Universität Basel, Switzerland.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Marion is undertaking the D.Phil part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

Title of thesis

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

Conference papers

Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

“The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives”, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

“New Generations, Old Wounds: Learning History at Home and School in Northern Ireland”, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

“The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding”, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

“Teaching South Africa’s Truth and Reconciliation Commission”, (2017) European Conference on African Studies, Universität Basel, Switzerland.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Marion is undertaking the D.Phil part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

Title of thesis

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

Conference papers

Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

“The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives”, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

“New Generations, Old Wounds: Learning History at Home and School in Northern Ireland”, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

“The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding”, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

“Teaching South Africa’s Truth and Reconciliation Commission”, (2017) European Conference on African Studies, Universität Basel, Switzerland.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Marion is undertaking the D.Phil part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

Title of thesis

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

Conference papers

Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

“The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives”, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

“New Generations, Old Wounds: Learning History at Home and School in Northern Ireland”, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

“The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding”, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

“Teaching South Africa’s Truth and Reconciliation Commission”, (2017) European Conference on African Studies, Universität Basel, Switzerland.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Marion is undertaking the D.Phil part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

Title of thesis

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

Conference papers

Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

“The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives”, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

“New Generations, Old Wounds: Learning History at Home and School in Northern Ireland”, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

“The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding”, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

“Teaching South Africa’s Truth and Reconciliation Commission”, (2017) European Conference on African Studies, Universität Basel, Switzerland.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Marion is undertaking the D.Phil part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

Title of thesis

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

Conference papers

Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

“The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives”, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

“New Generations, Old Wounds: Learning History at Home and School in Northern Ireland”, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

“The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding”, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

“Teaching South Africa’s Truth and Reconciliation Commission”, (2017) European Conference on African Studies, Universität Basel, Switzerland.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Marion is undertaking the D.Phil part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

Title of thesis

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

Conference papers

Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

“The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives”, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

“New Generations, Old Wounds: Learning History at Home and School in Northern Ireland”, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

“The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding”, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

“Teaching South Africa’s Truth and Reconciliation Commission”, (2017) European Conference on African Studies, Universität Basel, Switzerland.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Marion is undertaking the D.Phil part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

Title of thesis

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

Conference papers

Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

“The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives”, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

“New Generations, Old Wounds: Learning History at Home and School in Northern Ireland”, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

“The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding”, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

“Teaching South Africa’s Truth and Reconciliation Commission”, (2017) European Conference on African Studies, Universität Basel, Switzerland.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.

As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.

His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.

Paul is the 2019-2020 Student Liaison Coordinator for the Department of Education, Oxford. In this role, he is charged with leading/convening weekly workshops on a variety of research training topics, co-organizing networking and career advice opportunities for graduate students, and liaising with Cambridge University personnel to organize the annual Oxbridge Exchange. Furthermore, Paul supports the Higher Degrees Office as appropriate and meets regularly with directors and other stakeholders to discuss issues of common student concern in order to develop student identity and community throughout the Department.

Paul serves as the representative student voice on the Social Sciences Division Equality & Diversity Steering Group for the University of Oxford.

Paul is also a part-time Research Assistant working with professionals and other academics within the Department of Education on funded and individual projects as needed.

Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.

Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’

Open-Access Publication:
Ingram, Jenni, & Riser, P.A. (2019). Experiences of problem solving in whole class interactions. Avances De Investigación En Educación Matemática, Avances de Investigación en Educación Matemática, Number 16; October 2019.
DOI: https://doi.org/10.35763/aiem.v0i16.279

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Marion is undertaking the D.Phil part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

Title of thesis

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

Conference papers

Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

“The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives”, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

“New Generations, Old Wounds: Learning History at Home and School in Northern Ireland”, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

“The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding”, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

“Teaching South Africa’s Truth and Reconciliation Commission”, (2017) European Conference on African Studies, Universität Basel, Switzerland.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.

Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.

As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Read