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Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through developing holistic pedagogical strategies which equip learners to develop their own sense of agency.

Jane completed an MSc in Learning and Teaching at the University of Oxford in 2022. Her dissertation addressed the misconceptions held by Year 8 learners about the continent of Africa and explored the role of geography teachers in tackling the dangers of single stories by decolonising the geography curriculum.

Jane teaches geography at a co-educational state grammar school.

 

Supervisor

Steven Puttick

Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.

At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.

Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.

 

Publications

A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Shuyan is a doctoral student in the Department of Education at the University of Oxford. She has strong research interests in the sociocultural perspective of learning, teacher education and teaching English as a second language.

Her doctoral research explores the processes of professional learning and identity development with the aim of strengthening the quality and agency of teachers. She focuses on offering empirical evidence to understand how language teacher identity is embedded in discursive practices and how the societal, cultural and institutional issues are played out in teacher education.

Prior to her doctoral study, she has taught English as a foreign language in China and received her M.A. degree in English Education with distinction at the Institute of Education, University College London (UCL).

Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.

Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.

Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.

Kexin is doing a PhD on the topic of international research collaboration in social sciences through the case of China. The study investigates both the bibliometric patterns and the in-depth experiences of internationally collaborative researchers in education and economics studies. Special focus is put on the negotiations and choices of research topics, theoretical frameworks, and research methods under the influence of different academic cultures. In general, Kexin is interested in how international collaboration influences knowledge production and how international collaboration is influenced by other social and political factors.

Prior to the PhD, Kexin held a MSc in Higher Education in the Department of Education, University of Oxford. Under the supervision of Dr. Xin Xu, Kexin’s Master’s dissertation was on the China-UK collaboration in education studies.

Selected Publications

Yu., (2022). Patterns and dynamics in the international research collaborations: A case of China-UK collaboration ties in education studies  https://www.researchcghe.org/publications/working-paper/patterns-and-dynamics-in-the-international-research-collaborations-a-case-of-china-uk-collaboration-ties-in-education-studies/

Oscar is an experienced school leader and teacher educator and was granted a Judge Scholarship by the Department of Education of the University of Oxford to read for a part-time Dphil.

Before joining the DPhil programme, Oscar graduated with a distinction at the University of Oxford and completed the Certificate in Advanced Education Leadership at the Harvard Graduate School of Education.

Oscar is interested in the design and evaluation of teacher education programmes aimed at driving educational change towards active and competence-led learning in the Baccalaureate and in vocational training. His research draws on the findings of his Master dissertation, focusing on the evaluation of the effectiveness of teacher education in Spain.

 

Supervisors

Nigel Fancourt and Ariel Lindorff

 

Publications

  • Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O´Brien, A. M., Quinn, G., Urmeneta, O.,
    Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of Team-Based Learning in secondary schools. Social Sciences & Humanities Open, 2023, vol. 8, no 1, p. 100590.

 

Abismrita has been exploring the field of education by stepping into multiple roles of that of a fieldworker, teacher and administrator. Her key areas of research are in alternative learning spaces especially the domain of craft and apprenticeship-based learning.

Abismrita has a bachelors and masters degree in Sociology from University of Delhi. She also holds a Masters  degree in Education and Development from the University of Sussex. She has worked as a teacher at alternative school in India under the Krishnamurti Foundation.

Publications

Chakravarty, A. (2018) Curricular Concerns and Practices in a Krishnamurti School. In Thapan, M. (ed) J. Krishnamurti and Educational Practice. New Delhi: Oxford University Press. pp. 98-128

Hao Wu (吴昊) is a DPhil student in Applied Linguistics and English Medium Instruction.

Hao has been teaching English for academic purposes and English as a foreign language for five years at the university level. He obtained an MA TESOL degree from The University of Hong Kong, an MSc Applied Linguistics for Language Teaching degree (Distinction) from The University of Oxford, and a BA English from University of Science and Technology Liaoning (Anshan, China). His research interests are English Medium Instruction (EMI), English speaking pedagogy, language learner psychology, and educational technology.

Selected Publications

Wu, H. (2019). A corpus-based analysis of TESOL EFL students’ use of logical connectors in spoken English. Theory and Practice in Language Studies, 9(6), 625-636. https://doi.org/10.17507/tpls.0906.04

 

Supervisors

Heath Rose and Gene Thompson

Jane is a part-time DPhil student and secondary school geography teacher. Jane’s research focuses on understanding climate change anxiety in young people and how it can be addressed through de