Department of Education

Viewing archives for Teacher Education and Professional Learning

Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.

During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.

Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Minto Felix is a doctoral student investigating research culture in Indian higher education and a recipient of the department’s Judge Scholarship. He is supervised by Professor Simon Marginson and Professor Alis Oancea.

Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research impact and quality of Indian universities, and the contribution of locally and regionally led research to India’s economic and social development.

Outside of Oxford, Minto is a consultant with the Nous Group, providing strategy and public policy advice to UK higher education institutions and other sectors. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia where he was a recipient of the Vice-Chancellor’s “Ancora Imparo” student leadership award and the Vice-Chancellor’s Award for Diversity and Inclusion.


As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

Afia Ahmed Chaudhry is a deputy head of history, published writer, and researcher. Her interests span social mobility, British Muslims in urban classrooms, educational theory, and curriculum development. She was recently published in the best-selling anthology, ‘It’s Not About the Burqa’, later serialised in The Times, and has written extensively on British Muslims, Education, and ideology for an equitable society. At present, Afia is writing alongside Fordham, for a history textbook focussed on the secondary curriculum.

Afia has delivered keynotes on Islamophobia and policy in the classroom, diversity and inclusivity in education, classrooms as safe-spaces, and school history as a shared historical experience.

Afia completed her undergraduate degree at SOAS, University of London (2016), and later went on to study at King’s College London (2018) and the UCL’s Institute of Education (2020). She is currently an Aziz Foundation and Regents Park scholar at Oxford, exploring identity formation in British classrooms.

Book Chapter

Chaudhry, A.A., 2019. “The Clothes of my Faith”, In: Its Not About the Burqa. PanMacmillan. 65-71


Chaudhry, A.A, 2019. The Hijab And Me. [online] The Times. Available at:

Chaudhry, A.A., 2018. Young Muslims, Islamophobia, and the ‘Broken Promise’ of Social Mobility. [online] Amaliah. Available at:

Chaudhry, A.A., 2018. Countering Islamophobia through Transformative Pedagogy. [online] Amaliah. Available at:

Chaudhry, A.A., 2017. “The Job You Want or The Job You Think You Should Have”: Understanding Young Muslims’ Aspirations. [online] CfEY. Available at:

Before joining in the DPhil programme in Oxford, Demi completed her BA in Education Studies in UCL Institute of Education and MPhil in Educational Research in University of Cambridge. In her master thesis, she focused on the role of disciplinary differences in students’ attitudes to assessment formats.

Currently, her research interest is in self-regulated learning in the context of higher education using mixed-method approach.

Lawrence is a teacher of mathematics who is particularly interested in classroom pedagogy, and how research and education policies interact with the teaching that students experience on a daily basis.

He finds that looking outwards in education is valuable with there being much more that unites our classrooms than isolates them. He has been extremely fortunate to study education through an international lens in the US, and to work on the Global Teaching InSights initiative of the Organisation for Economic Development (OECD) where he led on its videos of teaching.


Global Teaching InSights: A video study of teaching, OECD, 2020

Kyla is a D.Phil. student and Doctoral Teaching Fellow in the Department of Education, teaching as a Science Curriculum Tutor on the PGCE programme. Her doctoral research focuses on science and mathematics teachers, their knowledge, and their teacher self-efficacy.

Kyla has worked as a Research Assistant on the OECD TALIS Video Study in the Oxford Department of Education and the Mindsets and Diversity in Undergraduate Mathematics project in the Oxford Mathematical Institute. In the 2020/21 academic year, Kyla is also the Chair of the Department of Education’s Joint Consultative Committee.

Outside the department, Kyla is a Junior Dean at Queen’s College and the Editorial Assistant for the Research in Mathematics Education journal. She is also on the board of the Canadian Association of Physicists Foundation.

Kyla holds a Master of Science in physics, a Bachelor of Education with a specialisation in classroom diversity, and a Bachelor of Science with double majors in physics and English. Before starting her Education, Kyla designed magnets for low-field MRI machines. Before that, she was a high school physics, mathematics, and English teacher at Canadian offshore schools in China and the United Arab Emirates.

This event has sadly been cancelled due to COVID. 

Are you a secondary school teacher in your first few years of teaching?  Come along to a day full of fresh ideas and research-informed CPD.

The programme will feature a choice of hands-on workshops and a poster session where practicing teachers will discuss their cutting-edge, subject-specific, classroom-based research.

The choice of workshops to update your knowledge of the latest educational research and its applicability in practice will include:

  • Preventing and de-escalating challenging behaviour
  • Developing students’ questioning
  • Reducing workload through whole-class marking and feedback strategies
  • Teaching with objects
  • Embedding metacognition-enhancing strategies in classroom practice
  • Planning the next steps in your career

With a keynote speech from Dr Jason Todd: Using students’ perspectives to inform pedagogy and curriculum design



Tickets: £30 (including lunch, refreshments and attendance certificate)