Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.
Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.
Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.
Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.
Anding Shi is a Dphil student in higher education at the department of Education and St. Antony’s College. Her doctoral research is fully funded by China Scholarship Council.
Anding’s doctoral research focuses on the policy reform of academic publishing in China and its impact on doctoral education. She also has strong interests in academic profession and the internationalization of higher education.
Prior to coming to Oxford, Anding completed her master’s degree in Comparative Education at the Faculty of Education, Beijing Normal University. She also studied as an exchange student in the Faculty of Education and Culture at Tampere University.
Qian completed her first Masters degree at the University of Leicester in 2013. After graduation, she worked for 9 years and took charge of teaching English as a second language to adults. Qian also trained teachers, as a manager, to improve their professional development.
In 2019, she ran her own company focusing on second language teaching and teacher training and started to take her second Masters degree in Oxford (MSc in Teacher Education).
In 2022, she embarked on her PhD research in Oxford and specialises in exploring the impact of teacher education on teachers’ professional development.
A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022
Dr. Gosia Marschall is a Departmental Lecturer and a researcher in Mathematics and Teacher Education at the Department of Education, University of Oxford.
After having taught secondary and post-16 mathematics for over a decade, Gosia completed her MEd in International Perspectives in Mathematics Education at the Faculty of Education, University of Cambridge. Following that, during years 2016-2021, Gosia worked at the University of Cambridge as a Teaching Associate in Mathematics Education. This involved working with pre-service secondary mathematics teachers (on the faculty’s PGCE programme) and with in-service mathematics teachers participating in Teaching Advanced Mathematics professional development programme (co-run by the Faculty of Education and Mathematics Education and Innovation—MEI charity organisation). During this time, she also completed her PhD study at the University of Stockholm, which concluded in a thesis entitled “Reconceptualising teacher self-efficacy in relation to teacher identity: A longitudinal phenomenological study of pre-service secondary mathematics teachers during initial teacher education”. In 2022, Gosia joined the Department of Education team at the University of Oxford where, while continuing with her research, she teaches on the PGCE and Masters programmes.
Gosia’s main research agenda revolves around the concepts of affect, beliefs, values and identity in Mathematics (Teacher) Education. Her work is predominantly abductive and phenomenological, engaging with qualitative case studies and theory. The main branch of her research focuses on developing understanding of how (mathematics) teachers learn during initial teacher education and throughout their career. By drawing on theoretical and empirical research perspectives from education, sociology, social psychology and cognitive neuroscience, Gosia pursues the goal of (re)conceptualizing teacher professional learning as a process which integrates teacher knowledge, teacher self-efficacy, affect and agency, and teacher identity; all that while keeping teachers and their professional growth, fulfilment and wellbeing at heart. This work relates further to her research in secondary mathematics teacher actions and decision making in the classroom.
Gosia’s secondary research interest relates to the teaching and learning early algebra. In particular, in her MEd dissertation project she explored Polish teachers’ conceptions and approaches to teaching linear equations.
Qingling is a DPhil student in Higher Education and a Kwok Scholar.
Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.
As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.
Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.
Akira is a DPhil Candidate in Anthropology affiliated with the School of Anthropology & Museum Ethnography, and associated with the Department of Education and Nissan Institute of Japanese Studies. He is supervised by David Mills and Roger Goodman.
Akira’s doctoral research relates to globalist ideologies, pedagogies, and languages of education, grounded in the recent growth of International Baccalaureate (IB) education in Japan. Focused on IB teacher training programmes at universities, research primarily concerns a digital ethnography of one such Japanese-mediated programme, and of key representatives within the International Baccalaureate Organization (IBO). Core findings reveal programmes to be amplifying vastly divergent notions and practices of the ‘international’ and ‘global’ despite pressures from globally dominant ‘white’ neo-colonialisms, and locally prevalent nationalisms on defining ‘international’ and ‘global education.’
Akira has been an Associate Researcher at the Graduate School of Teacher Education, Tokyo Gakugei University since autumn 2020, and is currently a part-time Analyst for Contemplative Spaces, a consultancy focused on designing and delivering leadership development initiatives. Past careers include work as a freelance performance psychologist for racing drivers across several motor-sporting disciplines in both the UK and Japan, and as a teaching assistant and counselor at a UK-based IB international school. Future career plans include postdoctoral research and establishing consultancy services dedicated to improving various aspects of human cohesion.
Amelia is passionate about access to and the effects of environmental education globally, particularly in the Galápagos Islands of Ecuador.
Because she experienced a wealth of informal and non-formal environmental education from her parents and from explorations growing up in Southern Oregon, she is interested in researching how environmental education manifests in global communities. She fell in love with the Galápagos on a structured university-led trip during her undergraduate studies and realized that there was a dearth of research on social aspects of the communities living on the islands. Because of this, she pursued research in the Galápagos in 2014 on the prevalence of and access to both formal and informal (provided by numerous NGOs and government agencies) environmental education for students on the islands, and on the level of student environmental literacy in 28 schools.
Her Dphil research focus, under the supervision of Dr. Ann Childs and Dr. Steve Puttick, is on access to and effects of Experiential Environmental Education for students living in the Galápagos Islands, and on the production of research on the social sphere in Galápagos.
Prior to starting her Dphil at Oxford, she worked in alliances and partnerships at tech companies in the San Francisco Bay Area. Most recently, she was the Director of Global Partnerships at Conversica, a conversational AI platform, and cultivated, trained, and drove pipeline with select international resellers in APAC, EMEA, and LATAM, and with regional resellers in the United States. She also assisted with the design and construction of the Conversica partner program.
In her free time, she is a free-lance food photographer, food stylist, food blogger, recipe developer, and gluten free baker for her online blog and social handle, Sisters Sans Gluten (www.sisterssansgluten), which she created with her sister in 2018. She also continues to sing informally and takes voice lessons remotely with instructor Corey Head of San Francisco.
She holds a BA in both Anthropology and Music (vocal performance), and an MA in Latin American Studies from Stanford University. Highlights from Stanford include: playing and touring as a performing member of Stanford Taiko (Japanese ensemble drumming) for four years; singing with the Stanford Chamber Chorale led by Professor Steve Sano; studying voice with Wendy Hillhouse; participating in music department operas; performing in self-organized recitals showcasing western art songs, western musical theater, and Latin American art songs; studying abroad in Santiago, Chile; and learning Quechua during her masters program with Marisol Necochea.
Abdul Karim has completed a Bachelor of Science in Bioengineering and Computational Medicine (Imperial College London), a Bachelor of Medicine and Bachelor of Surgery (Queen Mary University of London), and Master of Science in the Philosophy of Science and Economics (The London School of Economics).
He has delivered lectures on the Philosophy of Human Nature and the History of Metaethics at the University of Cambridge and for Health Education East Midlands. This, in addition to the current positions he holds as a Hospital Doctor and Health Policy and Management Advisor at the University Hospitals of Leicester NHS Trust.
Abdul Karim’s current areas of interest include the biological definition of psychological states relevant to the learning environment, and the influence of language on the variable interpretation of a particular social context. For the latter of which he has published primary research.
Another is the appraisal and deployment of physiological measurement devices in learning environments as a means of quantitatively evaluating psychological states. Such research areas hold promise in enhancing the questionnaire-based evidences of contemporary theories in education, such as those regarding motivation, self-determination and engagement. This will to contribute to the evidence-based public policy optimisation in education and social care.
Ismail, A.K. 2017. A Cross Sectional Study to Explore the Effect of the Linguistic Origin and Evolution of a Language on Patient Interpretation of Haematological Cancers. Advances in Biological Research. 11 (4): 225-232.
Ismail, A.K. 2017. The Origin of the Arabic Medical Term for Cancer. Advances in Biological Research. 11 (4): 198-201.
Ismail, A.K. 2018. The Impact of da Vinci’s Anatomical Drawings and Calculations on Foundation of Orthopaedics. Advances in Biological Research. 12 (1): 26-30.
As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.
By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.
After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.