Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.
Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.
Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.
Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.
Publications
Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008
Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801
Supervisors
Lrs-Erik Malmberg and Steve Strand
Jisoo Seo is a DPhil student in the Department of Education conducting research in primary mathematics education.
Jisoo earned Honours Bachelor of Science with High Distinction (double major in biochemistry and pharmacology and a minor in psychology) at the University of Toronto. During that time, she worked as a mathematics tutor and observed how “mathematics often serves as a gate-keeper, an exclusive instrument for stratification, rather than an inclusive instrument for empowerment” (Stinson, 2004). Witnessing this unfortunate reality, she decided to join the field of education. After completing a Master of Arts in Child Study and Education at the University of Toronto, she worked as a substitute primary teacher for the Toronto and York Region District School Boards and as a research officer for the Robertson Program for Inquiry-Based Teaching in Mathematics and Science, University of Toronto. During her time at the Robertson Program, she worked in collaboration with schools, educators, community leaders, and students from First Nation communities in Northwestern Ontario, focusing on early years geometry and spatial sense.
She later completed her MSc Education (Research Design and Methodology) at the University of Oxford with the vision of: 1) providing children from marginalized and underserved communities a more equitable and inclusive mathematics learning experience, and 2) doing so by developing, designing, and disseminating higher quality, research-based mathematics curriculum and pedagogical practices. She continues to work towards her vision as a DPhil student now.
Publications
Hawes, Z., Cain, M., Jones, S., Thomson, N., Bailey, C., Seo J., Caswell, B., & Moss, J. (2020). Effects of a teacher-designed and teacher-led numerical board game intervention: A randomised controlled study with 4- to 6-year-olds, Mind, Brain, and Education, 14, 71-80.
Hawes, Z., Moss, J., Caswell, B., Seo, J., & Ansari, D. (2019). Relations between numerical, spatial, and executive function skills and mathematics achievement: A latent-variable approach, Cognitive Psychology, 109, 68-90.
Lavinia’s doctoral research explores discourses on diversity in higher education and the university’s relation to social justice, particularly in the forms of institutional diversity work and student activism, e.g. student-led decolonisation movements in the UK. Taking on an ethnographic approach, she aims to map the objectives, strategies, paradigms and challenges that lie at the core of the activities pursued by the different groups of actors.
Prior to coming to Oxford, Lavinia studied Comparative Literature and Media Studies (BA) in Bonn and St Andrews and Intercultural Communication and Education (MA) in Cologne and at SOAS, London. During her master programme, she conducted a research project on the relation between diversity and knowledge production at SOAS and took part in the UNESCO World Heritage Research Class 2019/20, doing fieldwork on the formation of cultural identities in the UNESCO world heritage Laponia in northern Sweden. She also was a research assistant at the German Institute for Adult Education, Leibniz Centre for Lifelong Learning, and took part in the BMBF-funded meta-research project Digitisation in the education sector there. Moreover, she worked at the Cologne Center for Ethics, Rights, Economics, and Social Sciences of Health (ceres) at the University of Cologne.
Laura is researching the potential of digital games as an informal immersive language environment. Predominantly, she is interested in the language used in online cooperative games and how learners can improve their speaking fluency through gameplay. She wants to adopt an exploratory approach in order to analyse game language as well as observe gaming and track language developments over time.
Laura holds a Bachelor of Arts in English and Latin and a Master of Education from Bielefeld University in Germany. She completed her PGCE at Oxford University in 2016 and subsequently taught German, French and Latin at schools in London and Switzerland. She has also gained teaching experience in Zambia and China, and taught adult refugees in Germany. In her Master’s project, she explored language development through films with or without subtitles. She is committed to finding new ways to learn languages with digital media and technology.
Herb completed a BA (Hons) Psychology at Indiana University in 1968. After that, he achieved an MA at Indiana before moving to UCLA to complete a DPhil in Psychology in 1974.
Shortly after, he was appointed Head of Evaluation Research Services at University of Southern California for 5 years, before moving to Sydney, Australia in 1980 to take a position as Lecturer, and then Senior Lecturer, at Sydney University.
At the same time, he was a Reader in Education. He held these posts until 1990, when he joined the University of Western Sydney. Over the next 15 years at that institution, he served a number of roles, including Research Professor of Education, Professor of Psychology, Dean of Graduate Research Studies, Pro-Vice Chancellor of Research, and Director of Self-concept Enhancement and Learning Facilitation (SELF) Research Centre. Indeed, in 1997 he founded the SELF Research Centre, which now has over 450 members, including many of the top self-concept researchers in the world, and satellite centres at leading Universities in Australia, Europe, North America, and Asia (see http://self.uws.edu.au/). He served as Director of SELF until he departed at the start of 2006 to become a Professor at the University of Oxford.
Herb has supervised scores of Honours-level and Doctoral candidates. Some of his recent PhD supervisions have been in the areas of self-concept theory and intervention, motivation, scale development, bullying, mental toughness in elite athletes, the peer review process, and eating disorders, among others. They generally employ complex quantitative research techniques
Research
Herb Marsh is widely published with 350 articles in more than 70 different journals, 60 chapters, 14 monographs, and 350 conference papers; and co-edits the International Advances in Self Research monograph series. In the most important journals in his disciplines over the last quarter century he is the most frequently published author in American Educational Research Journal (29 articles) and the Journal of Sport & Exercise Psych (21 articles), and second most frequently published author in Journal of Educational Psychology (61 articles). He has a total of 276 journal articles listed in ISI that have been cited a total of more than 11,00 times – including 55 articles with at least 55 citations (ISI H index = 55) and one article with more than 1,100 citations.
He has been recognized as the most productive educational psychologist in the world, as one of the top 10 international researchers in Higher Education and in Social Psychology, and the 11th most productive researcher in the world across all disciplines of psychology. He is a highly cited researcher on ISI’s list of the “world’s most cited and influential scientific authors over a sustained period according to a common standard that covers all countries and all scientific disciplines” (http://isihighlycited.com/), one of only a few UK social science researchers to achieve this recognition and one of the few anywhere to achieve this distinction in two different categories (general social sciences and psychology/psychiatry; presently there is no classification for education).
He has reviewed articles for more than 75 journals and has been on the editorial boards of 14 international journals (J. Ed Psych; Am Ed Res J; Child Devel; Perspectives on Psych Sci; J Pers & Soc Psych; Structural Equation Modelling; Inter J of Sport Psych; Ed & Psych Measurement; J Exp Educ; Educ Res and Eval; J Sport & Exercise Psych; Int J of Sport & Exercise Psych; J of Contemporary Ed Psych; Organizational Res Methods; Multivariate Behavioral Res).
He has served on external advisory committees for the: Scientific Advisory Board of the German Max Planck Institute (Education and Human Development, Berlin); Hong Kong Institute of Educational Research, Chinese University of Hong Kong; Social Sciences and Humanities for the Swiss Federal Institute of Technology in Zürich (Zürich ETH); and the International Research School “The Life Course: Evolutionary and Ontogenetic Dynamics” co-organised by the Univ of Michigan (USA), Univ of Virginia (USA), Humboldt University (Germany), Free University (Germany) and the Max Planck Institute.
Professor Marsh’s research has consistently attracted external funding, including a 100% success record on 24 proposals to the highly competitive Australian Research Council during the last 25 years as well as more recent United Kingdom grants from the Economic and Social Research Council, Higher Education Funding Council for England, and Higher Education Authority.
Other international awards include a Career Achievement Award from the American Educational Research Association, the prestigious Wen Lin Visiting Professorship from The Chinese University of Hong Kong, a visiting travelling fellowship from the British Psychological Society, Fellow of the Australian Academy of Social Sciences and the Society of Multivariate Experimental Psychology, and many keynote presentations at international conferences including the presidential invited keynote addresses for 2007 meetings of both the British Educational Research Association and the American Educational Research Association. In 2008 Professor Marsh was awarded the ESRC Professorial Fellowship which provides professorial salary, support staff and infrastructure for an extended research programme, a highly competitive fellowship awarded to only 3-5 social science researchers across all of the UK.
Major research/scholarly interests
Self-concept and Motivational constructs: Theory, Measurement, Research, Enhancement; Teaching Effectiveness and Its Evaluation: Theory, measurement, research, and enhancement; Higher Education with a particular emphasis on students’ evaluation of teaching and relations between teaching and research; Developmental Psychology; Quantitative analysis, particularly confirmatory factor analysis, structural equation modelling, multilevel modelling; Sports psychology with a particular focus on physical self-concept and motivation; health psychology with a focus on motivational aspects of health related physical activity, physical fitness, and eating disorders; The peer review process in relation to both journals and research grants; Peer support and anti-bullying interventions.
Recent publications (2008 and in press)
Journal articles
- Cowin, L.S. Johnson, M., Craven, R.G., & Marsh, H.W. (2008) Causal modeling of self-concept, job satisfaction, and retention of nurses International Journal Of Nursing Studies 45, 1449-1459
- Craven, R. & Marsh, H. W. (2008). The centrality of the self-concept construct for psychological wellbeing and unlocking human potential: Implications for child and educational psychologists Educational & Child Psychology 25, 104-118.
- Guay, F., Marsh, H. W., Senécal, C. , Dowson, M. (2008). Representations of relatedness with parents and friends and autonomous academic motivation during the late adolescence-early adulthood period: Reciprocal or unidirectional effects? British Journal of Educational Psychology, 78, 621–637
- Ginns, P., Marsh, H. W., Behnia, M., Cheng, J. H. & Scalas, F. (in press). Using postgraduate students’ evaluations of research experience to benchmark departments and faculties: Issues and challenges British Journal of Educational Psychology
- Fernet, C., Senécal, C., Guay, F., Marsh, H., & Dowson, M. (2008). The Work Tasks Motivation Scale for Teachers (WTMST) Journal of Career Assessment 16(2), 256-279.
- Lüdtke, O., Marsh, H. W., Robitzsch, A., Trautwein, U., Asparouhov, T., & Muthén, B. (2008). The multilevel latent covariate model: A new, more reliable approach to group-level effects in contextual studies Psychological Methods 13, 203-229.
- Marsh, H. W. (2008). The elusive importance effect: More failure for the Jamesian perspective on the importance of importance in shaping self-esteem Journal of Personality 76, 1081-1121.
- Marsh, H. W., Jayasinghe, U. W., & Bond, N. W. (2008). Improving the peer-review process for grant applications: Reliability, validity and generalization American Psychologist 63, 160-168.
- Marsh; H., Ludtke, O., Robitzsch, A., Trautwein, U. Latent (in press). Profile Analysis of Academic Self-concept Dimensions: Synergy of Person- and Variable-centered Approaches to the Internal/External Frame of Reference Models Structural Equation Modeling
- Marsh, H. W., Martin, A. J., & Cheng, J. H. S. (2008). A multilevel perspective on gender in classroom motivation and climate: Potential benefits of male teachers for boys? Journal of Educational Psychology 100, 78-95.
- Marsh, H. W., & O’Mara, A. (2008). Reciprocal effects between academic self-concept, self-esteem, achievement and attainment over seven adolescent years: Unidimensional and multidimensional perspectives of self-concept Personality and Social Psychology Bulletin 34, 542-552.
- Marsh, H. W., O’Mara, A. J. & Malmberg, L. (2008). Meta-Analysis: A three-level multilevel meta-anlaysis.
- Marsh, H. W., Seaton, M., Trautwein, U., Lüdtke, O., Hau, K. T., O’Mara, A. J., & Craven, R. G. (2008). The big-fish-little-pond-effect stands up to critical scrutiny: Implications for theory, methodology, and future research Educational Psychology Review 20, 319-350.
- Marsh, H. W., Trautwein, U., Ludtke, O. & Köller, O. (2008). Social comparison and big-fish-little-pond effects on self-concept and other self-belief constructs: Role of generalized and specific others Journal of Educational Psychology 100, 510-524.
- Martin, A. J., & Marsh, H. W. (2008). Academic buoyancy: Towards an understanding of students’ everyday academic resilience Journal of School Psychology 46, 53-83.
- Martin, A.J., & Marsh, H.W. (in press). Academic resilience and academic buoyancy: an encompassing multidimensional and hierarchical framing of concepts, causes, correlates, and cognate constructs Oxford Review of Education.
- Martin, A.J., & Marsh, H.W. (2008). Workplace and academic buoyancy: Psychometric assessment and construct validity amongst school personnel and students Journal of Psychoeducational Assessment 26, 168-184.
- Martin, A.J., Marsh, H.W., Debus, R. L. & Malmberg L. E. (2008). Performance and mastery orientation of high school and university/college students – A Rasch perspective Educational And Psychological Measurement 68, 464-487.
- Scalas, L. F. & Marsh, H. W. (in press). The Role of Actual-Ideal Discrepancy in Explaining the Relation Between Physical Appearance and Self-Concept: A Stronger Methodological Approach European Journal of Personality.
- Seaton, M., Marsh; H., & Craven, R. G. (in press). Earning Its Place as a Pan-Human Theory: Universality of the Big-Fish-Little-Pond Effect (BFLPE) Across 41 Culturally and Economically Diverse Countries Journal of Educational Psycholoygy.
- Seaton, M., Marsh; H. W., Dumas; F., Huguet, P., Monteil, J. M, Regner, I., Blanton, H., Buunk, A. P., Gibbons, F. X. Kuyper, H., Suls, J. & Wheeler, L. (2008). In search of the big fish: Investigating the coexistance of the big-fish-little-pond effect with the positive effects of upward comparison British Journal of Social Psychology 47, 73-103.
- Wen, Z., Marsh, H.W., Kit-Tai, H. & (in press). Structural Equation Models of Latent Interactions: An Appropriate Standardized Solution and Its Scale-free Properties Structural Equation Modeling
Edited books and chapters
- Marsh, H. W., Craven, R. G., & McInerney, D. (Eds.). (2008). Self-Processes, Learning, and Enabling Human Potential: Dynamic New Approaches. International Advances in Self Research. Volume 3. Information Age Press: Greenwich, CT.
- Marsh, H. W. (2007). Application of confirmatory factor analysis and structural equation modeling in sport and exercise psychology. In G. Tenenbaum & R. C. Eklund. (Eds), Handbook of sport psychology (3rd Ed.). (pp. 774-798). Hoboken, NJ, US: John Wiley & Sons Inc.
- Marsh, H. W. (In press). A multidimensional, hierarchical model of self-concept: An important facet of personality. In G. J. Boyle (ed.). Handbook of Personality. Sage: London.
- Marsh, H. W. (2007). Physical Self-Concept and Sport. In S. Jowette & D. Lavallee, David (Eds), Social Psychology in Sport. (pp. 159-179). Champaign, IL, US: Human Kinetics.
- Marsh, H. W. (2007). Students’ evaluations of university teaching: A multidimensional perspective. In R. P. Perry & J C. Smart (Eds.), The Scholarship of Teaching and Learning in Higher Education: An Evidence-Based Perspective (pp.319-384). New York: Springer.
- Marsh, H.W., Cheng, J., Middleton, C. J. (in press). The Physical Self: Exploring Measurement and Constructs Surrounding Physical Self-Concept
- Marsh, H.W., Martin, A. J. & Cheng, J. (2008). How we judge ourselves from different perspectives: Contextual influences on self-concept formation. In M. L. Maehr, S. Karabenick & T. Urdan (Eds.). Advances in Motivation and Achievement (Volume 15). New York: Elsevier.
- Marsh, H.W., & O’Mara, A. J. (2008). Self-concept is as multidisciplinary as it is multidimensional: A review of theory, measurement, and practice in self-concept research. In H. W. Marsh, R. G. Craven, & D. M. McInerney (Eds.). Self-Processes, Learning, and Enabling Human Potential: Dynamic New Approaches. (Volume 3, pp. 87-118). Charlotte, NC: Information Age Publishing
- Marsh, H.W., & Retali, K. (in press). Academic self-concept. K. Littleton, C. Wood, J. K. Staarman (Eds.). Elsevier Handbook of Educational Psychology: New Perspectives on Learning and Teaching. New York: Elsevier
- Marsh, H.W., Scalas L.F. (in press). Self-concept and learning: Reciprocal effects model between academic self-concept and academic achievement. To appear in B. McGaw, E. Baker, P. P. Peterson (Eds.) International Encyclopedia of Education, 3rd edition. Elsevier.
- McInerney, D. M., Marsh, H.W., & Craven, R. G., & (2008). Self-Processes, Learning, and Enabling Human Potential. In H. W. Marsh, R. G. Craven, & D. M. McInerney (Eds.). Self-Processes, Learning, and Enabling Human Potential: Dynamic New Approaches. (Volume 3, pp. 3-12). Charlotte, NC: Information Age Publishing.
- Parada, R., Craven, R. G., & Marsh, H.W. (2008). The beyond bullying secondary program: An innovative program empowering teachers to counteract bullying in schools. Self-Processes, Learning, and Enabling Human Potential: Dynamic New Approaches. (Volume 3, pp. 373-426). Charlotte, NC: Information Age Publishing.
- Seaton, M., Craven, R. G., & Marsh, H.W. (2008). East Meets West: Investigating the Generalizability of the Big-Fish-Little-Pond Effect in Western and Non-Western Countries. In H. W. Marsh, R. G. Craven, & D. M. McInerney (Eds.). Self-Processes, Learning, and Enabling Human Potential: Dynamic New Approaches. (Volume 3, pp. 353-372). Charlotte, NC: Information Age Publishing.
Most important publications (prior to 2008)
- Marsh, H. W. (2007). Students’ evaluations of university teaching: A multidimensional perspective. In R. P. Perry & J C. Smart (Ed.), The Scholarship of Teaching and Learning in Higher Education: An Evidence-Based Perspective (pp.319-384). New York: Springer.
- Marsh, H. W. (2007).Self-concept theory, measurement and research into practice: The role of self-concept in educational psychology. Leicester, UK: British Psychological Society.
- Marsh, H. W. (2007). Application of confirmatory factor analysis and structural equation modeling in sport/exercise psychology. In G. Tenenbaum & R. C. Eklund (Eds.), Handbook of on sport psychology (3rd ed., pp. 774 – 798). New York: Wiley.
- Marsh, H. W., & Hau, K-T. (2007). Applications of latent-variable models in educational psychology: The need for methodological-substantive synergies. Contemporary Educational Psychology, 32, 151-171.
- Marsh, H. W., Hau, K-T., Artelt, C., Baumert, J., Peschar, J. L. (2006). OECD’s brief self-report measure of educational psychology’s most useful affective constructs: Cross-cultural, psychometric comparisons across 25 countries. International Journal of Testing. 6, 311–360. (special issue of journal).
- Marsh, H. W. & Craven, R. G. (2006). Reciprocal effects of self-concept and performance from a multidimensional perspective: Beyond seductive pleasure and unidimensional perspectives. Perspectives on Psychological Science, 1, 133-163.
- Marsh, H. W., Martin, A. J., & Hau, K-T. (2006). A Multiple Method Perspective on Self-concept Research in Educational Psychology: A Construct Validity Approach. In M. Eid & E. Diener (Eds.), Handbook of Multimethod Measurement in Psychology (pp. 441-456). American Psychological Association: Washington DC.
- Marsh, H.W., Papaioannou, A., Theodorakis, Y. (2006). Causal ordering of physical self-concept and exercise behavior: Reciprocal effects model and the influence of physical education teachers. Health Psychology, 25 (3): 316-328
- Marsh, H. W., Trautwein, U., Lüdtke, O., Köller, O. & Baumert, J. (2006) Integration of multidimensional self-concept and core personality constructs: Construct validation and relations to well-being and achievement. Journal of Personality, 74, 403-455.
- Marsh, H. W., Ellis, L., Parada, L., Richards, G. & Heubeck, B. G. (2005). A short version of the Self Description Questionnaire II: Operationalizing criteria for short-form evaluation with new applications of confirmatory factor analyses. Psychological Assessment, 17, 81-102.
- Marsh, H. W. (2005). Big fish little pond effect on academic self-concept. German Journal of Educational Psychology, 19, 119-128.
- Marsh, H. W. & Kleitman, S. (2005). Consequences of employment during high school: Character building, subversion of academic goals, or a threshold. American Educational Research Journal, 42, 331-369.
- Marsh, H. W., Debus, R. & Bornholt, L. (2005). Validating Young Children’s Self-concept Responses: Methodological Ways and means to understand their responses. In D. M. Teti (Ed.), Handbook of Research Methods in Developmental Science (pp. 138-160). Blackwell Publishers: Oxford, UK.
- Marsh, H. W., Hau, K-T & Grayson, D. (2005). Goodness of Fit Evaluation in Structural Equation Modeling. In A. Maydeu-Olivares & J. McArdle (Eds.), Contemporary Psychometrics. A Festschrift for Roderick P. McDonald (pp. 275-340). Mahwah NJ: Erlbaum.
- Marsh, H. W., & Perry, C. (2005). Does a positive self-concept contribute to winning gold medals in elite swimming? The causal ordering of elite athlete self-concept and championship performances. Journal of Sport and Exercise Psychology, 27, 71-91.
- Marsh, H. W., Trautwein, U., Lüdtke, O., Köller, O. & Baumert, J. (2005) Academic self-concept, interest, grades and standardized test scores: Reciprocal effects models of causal ordering. Child Development, 76, 297-416.
- Marsh, H. W. & Hau, K. T. (2004). Explaining paradoxical relations between academic self-concepts and achievements: Cross-cultural generalizability of the internal-external frame of reference predictions across 26 countries. Journal of Educational Psychology, 96, 56-67
- Marsh, H.W., Hau, K.T. & Wen, Z., (2004). In search of golden rules: Comment on hypothesis testing approaches to setting cutoff values for fit indexes and dangers in overgeneralising Hu & Bentler’s (1999) findings. Structural Equation Modelling, 11, 320-341.
- Marsh, H. W.; Wen, Z.; Hau, K. (2004). Structural equation models of latent interactions: Evaluation of alternative estimation strategies and indicator construction. Psychological Methods, 9, 275-300.
- Marsh, H. W. & Hau, K. T. (2003). Big fish little pond effect on academic self-concept: A crosscultural (26 country) test of the negative effects of academically selective schools. American Psychologist, 58, 364-376.
- Guay, F., Marsh, H. W. & Boivin, M. (2003). Academic self-concept and academic achievement: Development perspectives on their causal ordering. Journal of Educational Psychology, 95, 124-136.
- Marsh, H. W., Hau, K-T, & Kong, C-K, (2002). Multilevel Modeling of Longitudinal Growth and Change: Substantive Effects or Regression Toward the Mean Artifacts? Multivariate Behavioral Research, 37, 245-282.
- Jayasinghe, U. W., Marsh, H. W. & Bond, N. (2002). A Multilevel Cross-classified Modelling Approach to Peer Review of Grant Proposals: The Effects of Assessor and Researcher Attributes on Assessor Ratings. Journal of the Royal Statistical Society Series A-Statistics in Society, 166, 279-300.
- Marsh, H. W., Ellis, L., & Craven, R. G. (2002). How do preschool children feel about themselves? Unravelling measurement and multidimensional self-concept structure. Developmental Psychology, 38, 376-393.
- Marsh, H. W. & Hattie, J. (2002). The relationship between research productivity and teaching effectiveness: Complimentary, antagonistic or independent constructs. Journal of Higher Education, 73, 603-642.
- Marsh, H. W. & Kleitman, S. (2002). Extracurricular school activities: The good, the bad, and the nonlinear. Harvard Educational Review, 72, 464-502.
- Marsh, H. W., Rowe, K., Martin, A. (2002). PhD students’ evaluations of research supervision: Issues, complexities and challenges in a nationwide Australian experiment in benchmarking universities. Journal of Higher Education, 73 (3), 313-348.
- Marsh, H. W., Koeller, O., & Baumert, J. (2001). Reunification of East and West German school systems: Longitudinal multilevel modeling study of the big fish little pond effect on academic self-concept. American Educational Research Journal, 38 (2), 321-350.
- Marsh, H. W., Parada, R. H., Yeung, A. S. & Healey, J. (2001). Aggressive School Troublemakers and Victims:A Longitudinal Model Examining the Pivotal Role of Self-concept. Journal of Educational Psychology, 93(2), 411-419.
- Marsh, H. W. (2001). Distinguishing between good (useful) and bad workload on students’ evaluations of teaching. American Educational Research Journal, 38 (1), 183-212.
- Marsh, H. W., Hau, K-T, & Kong, C-K, (2000). Late Immersion and Language of Instruction (English vs. Chinese) in Hong Kong High Schools: Achievement Growth in Language and Nonlanguage Subjects. Harvard Educational Review 70, 302-346.
- Marsh, H. W., Kong, C-K, Hau, K-T (2000). Longitudinal Multilevel Modeling of the Big Fish Little Pond Effect on Academic Self-concept: Counterbalancing Social Comparison and Reflected Glory Effects in Hong Kong High Schools. Journal of Personality and Social Psychology, 78, 337-349.
- Marsh, H. W., & Roche, L. A. (2000). Effects of grading leniency and low workloads on students’ evaluations of teaching: Popular myth, bias, validity or innocent bystanders? Journal of Educational Psychology, 92,:202-228.
- Marsh, H. W., Craven, R. G., & Debus, R. (1998). Structure, stability, and development of young children’s self-concepts: A multicohort-multioccasion study. Child Development, 69(4), 1030-1053.
- Marsh, H. W., Hau, K-T., Balla, J R., & Grayson, D. (1998) Is more ever too much? The number of indicators per factor in confirmatory factor analysis. Multivariate Behavioral Research, 33, 181-220.
- Marsh, H. W., & Roche, L. A (1997). Making students’ evaluations of teaching effectiveness effective. American Psychologist, 52, 1187-1197.
- Marsh, H. W. (1997). The measurement of physical self-concept: A construct validation approach. In K. Fox (Ed.), The physical self-: From motivation to well-being (pp. 27-58). Champaign, IL: Human Kinetics.
- Marsh, H. W., & Craven, R. (1997). Academic self-concept: Beyond the dustbowl. In G. Phye (Ed.), Handbook of classroom assessment: Learning, achievement, and adjustment (pp. 131-198). Orlando, FL : Academic Press.
Lars-Erik Malmberg is Professor of Quantitative Methods in Education, at the Department of Education, University of Oxford in the UK.
He started off as a primary school teacher in Finland. He is Docent in Education with particular focus on quantitative methods, at Åbo Akademi University, Vasa, Finland, where he earned his Doctorate of Education. He completed his post-doc at Yale University and enjoyed the prestigious Research Councils UK (RCUK) academic fellowship 2007-12.
He has more than 70 publications (peer-reviewed articles, book chapters, and reports). He is Editor-in-Chief of the Journal of Learning and Instruction 2018-21. His current research interests are on intrapersonal approaches to learning processes and modelling of intrapersonal data. He has published on effects of education, child care and parenting on developmental and educational outcomes, and teacher development.
He applies advanced quantitative models to the investigation of substantive research questions in education. He recently completed the ESRC-funded seminar series called “Network on Intrapersonal Research in Education.”
Steve Strand has been Professor of Education at the University of Oxford since January 2013.
Previously he was Professor of Education at the University of Warwick (2005-2012), Senior Assessment Consultant and Head of Research and Data Analysis at GL assessment, the UK’s leading educational test and assessment publisher (1998-2005), and Head of Research and Evaluation at Wandsworth (1990-1998) and at Croydon (1988-1990) Local Education Authorities, and in these roles was responsible for pioneering work on ‘value added’ analyses of school effectiveness. He holds a BA First Class (1982) and PhD (1989) in Psychology.
His research interests are in ethnic, social class and gender gaps in a wide range of educational outcomes (e.g. achievement, progress, special education, exclusion) and he is particularly interested in the interface between equity and school effectiveness. He has worked extensively with Government departments, Local Authorities and individual schools on the analysis of pupil achievement data and school effectiveness. His methodological expertise is in the quantitative analysis of large and complex longitudinal datasets such as the Longitudinal Study of Young People in England (LSYPE) and the National Pupil Database (NPD). He leads the Quantitative Methods (QM) hub in the Oxford Department of Education.
Steve is the author of over 100 peer-reviewed journal articles, book chapters and research reports (see details below). Recent research projects include: a review of socio-economic deprivation and student participation and achievement in science (Educational Endowment Foundation (EEF) & Royal Society); ethnicity, deprivation and trends in achievement for the England Department for Education (DFE); a review of English as an Additional Language and achievement for the EEF; an RCT evaluation of a maths intervention for the EEF; and a review of the educational progress of looked after children for Nuffield.
He has been Special Adviser to the House of Commons Education Select Committee Inquiry into the Underachievement in Education of White Working Class Children (2013-2014); Consultant to the England Department for Education Black Pupil’s Achievement Group (2007-2009) and Gender Agenda (2007-2008); a member of BERA Executive Council (2000-2003) and the AQA Research Committee (2010-2013). He is a member of the editorial boards of the British Educational Research Journal, British Journal of Sociology of Education, Oxford Review of Education and Research Paper in Education.
Katharine is an Associate Professor of Education and Course Director of the PGCE programme.
Katharine is also Honorary Secretary of the Historical Association and has variously served as Chair of its Secondary Committee (2013-18) and as Vice President (2018-21). She is a co-editor of the professional journal Teaching History and an Editor of the History Education Research Journal. She is also currently a Fellow of the Schools History Project.
In addition to her teaching on the PGCE programme (particularly within the history subject strand), Katharine teaches and supervises students on the MSc Learning and Teaching and the MSc in Teacher Education.
Katharine’s research interests and doctoral supervision focus particularly on the fields of history education and teacher education (both policy and practice) at all career stages. She is interested in the ways in which teachers engage with research – and has been involved in several participatory research projects with teachers, leading to joint publications. She worked for several years (2016-22) as Coordinator of the Oxford Education Deanery: a multi-strand partnership with schools, focused on the development of teachers’ research engagement through initial teacher education, early career professional learning and collaborative university/school research projects. She contributed to the BERA-RSA Inquiry into the Role of Research in Teacher Education (2013-14) and represented BERA at presentations of the final report in the US and Australia.
Katharine is a co-director of the Historical Association’s regular survey of history teaching in England and is particularly passionate about promoting access to history for all young people and supporting teachers’ continued engagement with historical scholarship. She has explored ways in which the knowledge exchange and impact agenda has been harnessed to support sustained, subject-rich CPD for teachers and served as an Impact Assessor for the History sub-panel for REF2021.
Katharine is a Fellow of St Cross College.
EXTERNAL APPOINTMENTS
Honorary Secretary of the Historical Association since June 2021
Sibel Erduran is Professor of Science Education and Director of Research. Prior to her appointment at Oxford, she was the Chair of STEM Education at University of Limerick, Ireland where she was the Director of EPI-STEM, National Centre for STEM Education.
She held a Distinguished Chair Professor position at National Taiwan Normal University, Taiwan funded by the Taiwan Global Networking Talent Project; as well as Visiting Professorships at Kristianstad University, Sweden, and Bogazici University, Turkey.
She is the Editor-in-Chief of Science & Education, and an Editor for International Journal of Science Education. She is the President of the European Science Education Research Association, and Professor II at University of Oslo, Norway. Previously she worked at University of Pittsburgh, USA; King’s College, University of London; and University of Bristol, United Kingdom. She was a middle school science and high school chemistry teacher in a school with British curriculum in northern Cyprus.
She completed her higher education in the USA at Vanderbilt (PhD Science Education & Philosophy), Cornell (MSc Food chemistry) and Northwestern (Biochemistry) Universities. Her research interests focus on the applications in science education of epistemic perspectives on science in general and in chemistry in particular. Her work on argumentation has received awards from NARST and EASE.
She has been the recipient of funding from Fulbright Program, Spencer Foundation, Gatsby Foundation, Nuffield Foundation, TDA, Wellcome Trust, EU Marie Curie Brain Circulation Scheme, Science Foundation Ireland, Irish Research Council, BERA and NCCA among others.Currently she is Principal Investigator of two projects, funded by the Wellcome Trust and the Templeton World Charity Foundation.