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Viewing archives for St Antony's College

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

Publications

Louise Badham (2023). Statistically guided grading judgements: contextualisation or contamination? Oxford Review of Education, DOI: 10.1080/03054985.2023.2290640

Louise Badham & Antony Furlong (2022). Summative assessments in a multilingual context: What comparative judgment reveals about comparability across different languages in Literature, International Journal of Testing, DOI: 10.1080/15305058.2022.2149536

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.

 

Publications

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.

Publications

A book focusing on IELTS test: Logical Thinking for IELTS Reading, Beijing: China Machine Press, 05/2022

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.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Mike is a doctoral student in the Department of Education at the University of Oxford. He graduated from the University of Chicago in 2022 with a M.A. in Social Sciences (concentration: Psychology) and a graduate certificate in Education and Society. He graduated from the University of Texas at Austin in 2021 with a B.S. (honors) in Human Development and Family Sciences, a minor in Education Psychology, and a Bridging Disciplines Program certificate in Children and Society.

Prior to commencing his doctoral studies at the University of Oxford, Mike worked as an international high school teacher in China. He is interested in investigating the educational and developmental implications of international bilingual k-12 education in China. He comes from Beijing, China and his hobbies include sports, travel, and outdoor activities.

Supervisors

Hamish Chalmers and Victoria Murphy

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environm