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Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
  • Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
  • Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
  • Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
  • Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Yaoyao is a DPhil student in Education at Oxford.

Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).

Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.

Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.

Publications

1.     Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347

2.     Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.

3.     Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178

4.     Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4

5.     Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.

6.     Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.

7.     Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.

8.     Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link:  https://doi.org/10.21580/ws.29.2.10759

 

Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.

The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.

Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.

Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.

 

Before starting at Oxford, Peter taught English and Maths, both in the UK and abroad.

Additionally he has completed research for The Northern Irish Civil Service and Civitas, a UK think tank, on patterns of UK school segregation. He holds a 1st class degree in Politics, Philosophy and Economics BA from Queens University, Belfast and a Masters of Education from The Harvard Graduate School of Education.

Title of Thesis

Understanding Ethnically Integrated Schools in the UK

Publications

Mitchell, P. (2017) 10 Things to Keep in Mind When Advocating for Your Child., Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) 5 Things to Keep in Mind When Addressing Racial Bullying in School, Cambridge, MA.: RIDES, Harvard Graduate School of Education.

Mitchell, P. (2017) A student centred analysis of ethnic segregation in London’s schools, London, UK.: Civitas Institute for the Study of Civil Society.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications
  • Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
  • Delgado,