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Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alumnus of Durham University (BSc), Imperial College London (MBBS), Manchester University Law School (LLM) and St Catherine’s College, Oxford (MSc).

His research interests are in migration of health workers and widening participation in health and social care careers as a means of supporting upward social mobility.

Publications

Bailey, R., Howick, J. (2019) Did John Stuart Mill influence the design of controlled clinical trials?  Journal of the Royal Society of Medicine. 12(6):258-260. https://doi.org/10.1177/0141076819851759

Bailey, R. (August 2019) Systematic Review Protocol. In women with mild to moderate hypertension, does treatment with an oral beta-blocker improve mortality or cardiovascular morbidity outcomes compared to placebo or other antihypertensive treatment? A systematic review and meta-analysis. Prospero. National Institute for Health Research CRD42019140683.

Lara has been working in online education for the last six years, supporting universities and academics in their transition to blended and online learning.

Some of the notable projects she has worked on include:

  • The development and presentation of the University of Cape Town’s first accredited blended postgraduate diploma.
  • The creation of an online tutor training course for GetSmarter’s academic staff.
  • A blended learning collaboration between the University of Namibia and the University of Cape Town to transform the current MSc in Civil Engineering to a blended format.
  • The development and presentation of GetSmarter’s first international short course with Goldsmiths, University of London.

Lara completed her Masters in Higher Education at the University of Cape Town in 2019. In her doctoral study she plans to explore the affordances and limitations of online education with regard to different subject matter.

Her areas of interest are online education, higher education, pedagogy, digital literacy, and digital inequalities.

McQueen is a Clarendon Scholar and is currently reading for a DPhil in Education at the University of Oxford. Her thesis focuses on the digital pedagogy responses of universities in East Asia to the COVID-19 outbreak. Her doctoral research is fully funded by the Clarendon and New College Scholarships.

McQueen is a member of the Centre for Global Higher Education. Her research interests include higher education, e-learning, and learning technologies. Her research interests are influenced by her experiences of working as an academic tutor at the University of Hong Kong and a researcher for Khan Academy and HarvardX (edX).

Prior to coming to Oxford, McQueen completed her master’s degree with a specialisation in media and learning technologies at Teachers College, Columbia University in the City of New York. She earned her bachelor’s degree in philosophy and international business at the University of Hong Kong with a full merit-based scholarship.

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Roger is a part-time General Practitioner in the National Health Service. He also works for NHS England and for the Ministry of Justice.

He grew up in the UK, Malta, Nigeria, and Kuwait. Before joining the Health Service, he served as a doctor in the Royal Army Medical Corps in the UK, Nepal, Canada, Germany, and Cyprus. He has also worked in New Zealand and the USA. He is an alum