Ian Thompson is an Associate Professor of English Education at the Department of Education and Director of the PGCE course. He is joint convenor of the Oxford Centre for Sociocultural and Activity Theory Research (OSAT) and a Fellow of St. Hugh’s College. He is also a member of the university’s English Faculty. Ian is currently co-PI on the £2.55 million ESRC funded project Excluded Lives: the Political Economies of School Exclusion and their Consequences.

After completing English Literature degrees at the Universities of Leicester and Victoria (Canada) Ian worked as a journalist, lecturer and theatre director. He then taught English for sixteen years in comprehensive secondary schools. Ian studied part time at the University of Bristol and completed his PhD in Education in 2010.

Ian was appointed to his post at the University of Oxford in 2011 where he teaches on the PGCE English course and on the MSc in Learning and Teaching. Ian also supervises several DPhil students. Ian has been PI and co-investigator on several mixed methods and qualitative research projects. These projects include: Collaboration for Teaching and Learning; The Effectiveness of Arts Based Approaches in Engaging with Disaffected Young People; and Disparities in School Exclusion across the UK. He was a core member of the recent BERA Commission for Poverty and Policy Advocacy. In his current research, Ian focuses on English pedagogy, school exclusion, initial teacher education, learning, and social justice in education from a Vygotskian and cultural historical theoretical perspective.

He publishes widely in the fields of cultural historical research, social justice in education, English education, and initial teacher education. Ian is currently Vice-President of the International Society for Cultural-Historical Activity Research.

Research

Books
  • Burn, K., Mutton, T., & Thompson, I. (2022). PRACTICAL THEORISING IN TEACHER EDUCATION: Holding Theory and Practice Together (pp. 1-251). https://doi.org/10.4324/9781003183945
    DOI: https://doi.org/10.4324/9781003183945

  • Thompson, I., & Ivinson, G. (2020). Poverty in Education Across the UK: A Comparative Analysis of Policy and Place (pp. 1-173).

  • Thompson, I., & Ivinson, G. (2020). Introduction: the landscapes of poverty and education across the UK (pp. 1-10).

  • Tatto, M., Burn, K., Menter, I., Mutton, T., & Thompson, I. (2017). Learning to Teach in England and the United States: The Evolution of Policy and Practice. Routledge. https://doi.org/10.4324/9781315678382
    https://ora.ox.ac.uk/objects/uuid:1f338bbe-a7c5-4b5e-9d32-2df2140da43d

  • Thompson, I. (2017). Tackling Social Disadvantage Through Teacher Education (I. Menter, Ed.; p. 84). Critical Publishing. https://ora.ox.ac.uk/objects/uuid:4ac760e8-7951-47a2-81c9-7081b0c17472
    https://ora.ox.ac.uk/objects/uuid:4ac760e8-7951-47a2-81c9-7081b0c17472

  • Thompson, I. (2014). Designing Tasks in Secondary Education Enhancing Subject Understanding and Student Engagement.

  • Book chapters
  • Thompson, I. (2023). Subject disciplines and the construction of teachers’ identities. In I. Menter (Ed.), The Palgrave Handbook of Teacher Education Research (pp. 851-866). Springer. https://doi.org/10.1007/978-3-031-16193-3_78
    https://ora.ox.ac.uk/objects/uuid:d802d84d-0634-4452-8907-0c5c9f0671e2

  • Anderson, D., Basson, J., Blackstock, K., Buyers, T., Creighton, A., Gill, K., Hall, R., Maclean, M., McTaggart, M., Pearce, J., & Thompson, I. (2023). Health, social, and educational needs of parents and children affected by imprisonment in Scotland. In Prisoners’ Children: What are the Issues? (pp. 127-146).

  • Mulholland, M., Thompson, I., & Todd, J. (2022). Theorising practices of inclusive pedagogy: a challenge for initial teacher education. In K. Burn, T. Mutton, & I. Thompson (Eds.), Practical Theorising in Teacher Education: Holding Theory and Practice Together (pp. 113-126). Routledge. https://doi.org/10.4324/9781003183945
    https://ora.ox.ac.uk/objects/uuid:232f876c-1dc4-4ab5-a519-3c540366aae0

  • Burn, K., Mutton, T., & Thompson, I. (2022). THE ROLE OF PRACTICAL THEORISING IN TEACHER EDUCATION: Formulation, critique, defence and new challenges. In Practical Theorising in Teacher Education: Holding Theory and Practice Together (pp. 11-31). https://doi.org/10.4324/9781003183945-3
    DOI: https://doi.org/10.4324/9781003183945-3

  • Mutton, T., Burn, K., Thompson, I., & Childs, A. (2021). The complex policy landscape of initial teacher education in England: what’s the problem represented to be?. In D. Mayer (Ed.), Teacher education policy and research: Global perspectives (pp. 57-71). Springer. https://doi.org/10.1007/978-981-16-3775-9_5
    https://ora.ox.ac.uk/objects/uuid:1ad17c79-63ba-4172-8fa0-e33118050611

  • Mutton, T., Burn, K., Thompson, I., & Childs, A. (2021). The Complex Policy Landscape of Initial Teacher Education in England: What’s the Problem Represented to Be?. In Teacher Education Policy and Research (pp. 57-71). Springer Nature. https://doi.org/10.1007/978-981-16-3775-9_5
    DOI: https://doi.org/10.1007/978-981-16-3775-9_5

  • Thompson, I. (2020). Learning the pedagogy of potential: social inclusion and teacher education. In R. Papa (Ed.), Handbook on Promoting Social Justice in Education (pp. 1321-1340). Springer. https://doi.org/10.1007/978-3-030-14625-2_6
    https://ora.ox.ac.uk/objects/uuid:c8c72a75-2d84-4d20-b798-8b94fc62f2e0

  • Ivinson, G., & Thompson, I. (2020). Policy, education and poverty across the UK. In POVERTY IN EDUCATION ACROSS THE UK (pp. 11-36).

  • Thompson, I. (2020). Poverty and education in England: a school system in crisis. In POVERTY IN EDUCATION ACROSS THE UK (pp. 115-139).

  • Thompson, I. (2019). Commentary to Part 1: Perspectives on the challenge of globalization. In P. Hviid & M. Märtsin (Eds.), Culture in Education and Education in Culture (pp. 47-54). Springer. https://doi.org/10.1007/978-3-030-28412-1_4
    https://ora.ox.ac.uk/objects/uuid:8b9d950d-0251-46a9-aecf-e68b7a2bfcaa

  • Thompson, I. (2019). Commentary to Part I: Perspectives on the Challenge of Globalization. In CULTURE IN EDUCATION AND EDUCATION IN CULTURE: TENSIONED DIALOGUES AND CREATIVE CONSTRUCTIONS (pp. 47-54). https://doi.org/10.1007/978-3-030-28412-1_4
    DOI: https://doi.org/10.1007/978-3-030-28412-1_4

  • Brocklehurst, D., & Thompson, I. (2018). Double stimulation for reluctant readers: a literature circle intervention in a secondary English classroom. In G. Stylianides & A. Childs (Eds.), Classroom-based Interventions Across Subject Areas: Research to Understand What Works in Education (pp. 7-23). Routledge. https://doi.org/10.4324/9781315170077
    https://ora.ox.ac.uk/objects/uuid:55bbafb4-ccc1-4f7b-8d79-ab8b8f7f86db

  • NELSON-ADDY, L., DINGWALL, N., ELLIOTT, V., & THOMPSON, I. (2018). Back to the Future: the restoration of canon and the backlash against multiculturalism in secondary English curricula. In The Future of English Teaching Worldwide Celebrating 50 Years from the Dartmouth Conference. Routledge.

  • Thompson, I. (2018). Challenging beginning teachers’ misconceptions of the effects of poverty on educational attainment in an initial teacher education programme in England. In Resisting Educational Inequality: Reframing Policy and Practice in Schools Serving Vulnerable Communities (pp. 61-69). https://doi.org/10.4324/9781315109268-6
    DOI: https://doi.org/10.4324/9781315109268-6

  • Thompson, I. (2018). Challenging beginning teachers’ misconceptions of the effects of poverty on educational attainment in an initial teacher education programme in England. In S. Gannon, R. Hattam, & W. Sawyer (Eds.), Resisting Educational Inequality: Reframing policy and practice in schools serving vulnerable communities. Routledge. https://doi.org/10.4324/9781315109268
    https://ora.ox.ac.uk/objects/uuid:02980bb9-deb8-43b7-9764-a40a68f49743

  • Menter, I., & Thompson, I. (2017). Closing the Evidence Gap? The challenges of the research design of the Closing the Gap: Test and Learn project. In A. Childs & I. Menter (Eds.), Mobilising Teacher Researchers: Challenging Educational Inequality. Routledge. https://doi.org/10.4324/9781315160320
    https://ora.ox.ac.uk/objects/uuid:f278e38a-fdd6-47eb-949d-41e42057459c

  • Childs, A., Firth, R., & Thompson, I. (2017). Who, how and why? Motives and agendas for key stakeholders in closing the gap. In Mobilising Teacher Researchers: Challenging Educational Inequality (pp. 11-33). https://doi.org/10.4324/9781315160320
    DOI: https://doi.org/10.4324/9781315160320

  • Thompson, I. (2015). Communication, culture, and conceptual learning: task design in the English classroom. In I. Thompson (Ed.), Designing Tasks in Secondary Education: Enhancing subject understanding and student engagement (pp. 86-106). Routledge. https://ora.ox.ac.uk/objects/uuid:164308b8-9035-41b5-bf5a-34a69578b9ac
    https://ora.ox.ac.uk/objects/uuid:164308b8-9035-41b5-bf5a-34a69578b9ac

  • Stylianides, G., & Watson, A. (2014). The interplay between mathematics and pedagogy: Designing tasks for mathematics teacher education. In I. Thompson (Ed.), Designing Tasks in Secondary Education Enhancing Subject Understanding and Student Engagement (pp. 47-69). Routledge.

  • Childs, A., & McNicholl, J. (2014). Practical theorizing: designing tasks for science explanations. In I. Thompson (Ed.), Designing Tasks in Secondary Education Enhancing Subject Understanding and Student Engagement. Routledge.

  • Mutton, T., & Woore, R. (2014). Designing tasks to promote learning in the foreign language classroom. In I. Thompson (Ed.), Designing tasks in secondary education: Enhancing subject understanding and student engagement. Routledge.

  • Mutton, T., & Woore, R. (2014). Promoting Learning: Task design in the Foreign Language classroom. In I. Thompson (Ed.), Designing Tasks in Secondary Education: Enhancing subject understanding and student engagement. Routledge.

  • Thompson, I. (2014). Introduction: tasks, concepts, and subject knowledge. In I. Thompson (Ed.), Designing Tasks in Secondary Education. Routledge. https://ora.ox.ac.uk/objects/uuid:d2a927cf-6b11-4fa7-a64a-910217eabbc6
    https://ora.ox.ac.uk/objects/uuid:d2a927cf-6b11-4fa7-a64a-910217eabbc6

  • Fancourt, N. (2014). Insiders and Outsiders: Task design in learning about religions. In I. Thompson (Ed.), Designing Tasks in Secondary Education Enhancing Subject Understanding and Student Engagement. Routledge.

  • Thompson, I. (n.d.). Identity formation in beginning English teachers. In K. Sadeghi & F. Ghaderi (Eds.), Theory and Practice in Second Language Teacher Identity. Springer. https://ora.ox.ac.uk/objects/uuid:2bef1f39-4eba-4408-a633-2690db425f78
    https://ora.ox.ac.uk/objects/uuid:2bef1f39-4eba-4408-a633-2690db425f78

  • Journal articles
  • Daniels, H., Thompson, I., & Emery, H. (2023). Difference and school exclusion in a time of COVID-19. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2023.2274110
    https://ora.ox.ac.uk/objects/uuid:e799b670-7eee-4f93-8d59-68859a9e56a2

  • Echeita, G., Weiss, S., & Thompson, I. (2023). The Inclusion Illusion. How children with special educational needs experience mainstream schools. European Journal of Special Needs Education, 38(4), 588-597. https://doi.org/10.1080/08856257.2023.2215040
    https://ora.ox.ac.uk/objects/uuid:cdfda653-cf63-4e98-9a57-4398da456120

  • Thompson, I., Nurse, L., & Fazel, M. (2023). Tensions in cultural identity and sense of belonging for internally displaced adolescents in Ukraine. Child Care in Practice, 29(3), 319-334. https://doi.org/10.1080/13575279.2023.2199192
    https://ora.ox.ac.uk/objects/uuid:ebe8bd09-984b-4df7-be76-a4e76ce02f15

  • Thompson, I. (2022). Learning to teach English and the language arts: a Vygotskian perspective on beginning teachers’ pedagogical concept development. English in Education. https://doi.org/10.1080/04250494.2022.2111119
    https://ora.ox.ac.uk/objects/uuid:4cead0d3-549b-4f53-b32a-3675784b4f5e

  • Porter, J., Daniels, H., & Thompson, I. (2022). What counts as evidence in the understanding of school exclusion in England?. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.929912
    https://ora.ox.ac.uk/objects/uuid:4d9cb23f-9008-44cd-9aa6-8c7a6bed3be5

  • Daniels, H., Porter, J., & Thompson, I. (2022). What Counts as Evidence in the Understanding of School Exclusion in England?. FRONTIERS IN EDUCATION, 7. https://doi.org/10.3389/feduc.2022.929912
    DOI: https://doi.org/10.3389/feduc.2022.929912

  • Daniels, H., Thompson, I., Tse, H., & Porter, J. (2022). Learning lessons from the collaborative design of guidance for new build schools. European Educational Research Journal, 21(4), 585-601. https://doi.org/10.1177/14749041221080892
    https://ora.ox.ac.uk/objects/uuid:7dd8d56d-ba1c-48f9-861d-e8ef4ca32884

  • Madia, J., Obsuth, I., Thompson, I., Daniels, H., & Murray, A. (2022). Long-term labour market and economic consequences of school exclusions in England: evidence from two counterfactual approaches. British Journal of Educational Psychology, 92, 801-816. https://doi.org/10.1111/bjep.12487
    https://ora.ox.ac.uk/objects/uuid:a919b123-ffb0-4eee-a721-8f6b9699db31

  • Thompson, I., Tawell, A., & Daniels, H. (2021). Excluded lives special issue. Emotional and Behavioural Difficulties, 26(1), 1-2. https://doi.org/10.1080/13632752.2021.1903172
    https://ora.ox.ac.uk/objects/uuid:e678816f-0818-4c94-8e6c-71d77c857d71

  • Deppeler, J., Thompson, I., & Corrigan, D. (2021). International studies of school design - lessons for Europe on innovation and risk. European Educational Research Journal, 21(4), 561-567. https://doi.org/10.1177/14749041211014604
    https://ora.ox.ac.uk/objects/uuid:f092a9ad-a1fc-4db2-b66e-f91d41c00bae

  • Thompson, I., Tawell, A., & Daniels, H. (2021). Conflicts in professional concern and the exclusion of pupils with SEMH in England. Emotional and Behavioural Difficulties, 26(1), 31-45. https://doi.org/10.1080/13632752.2021.1898769
    https://ora.ox.ac.uk/objects/uuid:d2117944-6d65-4abb-9d22-ff06e3e3dba2

  • Oancea, A., Fancourt, N., Robson, J., Thompson, I., Childs, A., & Nuseibeh, N. (2021). Research capacity-building in teacher education. Oxford Review of Education, 47(1), 98-119. https://doi.org/10.1080/03054985.2020.1842184
    https://ora.ox.ac.uk/objects/uuid:a85cabe2-e920-4fe4-9b46-45ff7689f641

  • Ortega, L., Boda, Z., Thompson, I., & Daniels, H. (2019). Understanding the structure of school staff advice relations: an inferential social network perspective. International Journal of Educational Research, 99. https://doi.org/10.1016/j.ijer.2019.101517
    https://ora.ox.ac.uk/objects/uuid:16ab459a-e576-4f1e-ae3b-f0ba54bf9cda

  • Ortega, L., Thompson, I., & Daniels, H. (2019). School staff advice-seeking patterns regarding support for vulnerable students. Journal of Educational Administration, 58(2), 151-170. https://doi.org/10.1108/JEA-12-2018-0236
    https://ora.ox.ac.uk/objects/uuid:2585b406-edd3-4d7a-bd0b-05502f01fd4e

  • Daniels, H., Thompson, I., & Tawell, A. (2019). Practices of exclusion in cultures of inclusive schooling in the United Kingdom. Revista Publicaciones, 49(3), 23-36. https://doi.org/10.30827/publicaciones.v49i3.11402
    https://ora.ox.ac.uk/objects/uuid:d8789ac3-055e-4dbc-aabc-869bc28fe169

  • McCluskey, G., Cole, T., Daniels, H., Thompson, I., & Tawell, A. (2019). Exclusion from school in Scotland and across the UK: Contrasts and questions. British Educational Research Journal, 45(6), 1140-1159. https://doi.org/10.1002/berj.3555
    https://ora.ox.ac.uk/objects/uuid:b0f42312-bfb0-442d-8eda-88ee49d4273a

  • Cole, T., McCluskey, G., Daniels, H., Thompson, I., & Tawell, A. (2019). Factors associated with high and low levels of school exclusions: comparing the English and wider UK experience. Emotional and Behavioural Difficulties, 24(4), 374-390. https://doi.org/10.1080/13632752.2019.1628340
    https://ora.ox.ac.uk/objects/uuid:a6f88091-75a8-4422-9d23-09096852aaf6

  • Daniels, H., Thompson, I., & Tawell, A. (2019). After Warnock: the effects of perverse incentives in policies in England for students with Special Educational Needs. Frontiers in Education, 4. https://doi.org/10.3389/feduc.2019.00036
    https://ora.ox.ac.uk/objects/uuid:89d1332f-b1c0-439d-9646-0eb19d6bd882

  • Thompson, I., Willemse, M., Mutton, T., Burn, K., & de Bruïne, E. (2018). Teacher Education and Family-School Partnerships in different contexts: A cross country analysis of national teacher education frameworks across a range of European countries. Journal of Education for Teaching, 44(3), 258-277. https://doi.org/10.1080/02607476.2018.1465621
    https://ora.ox.ac.uk/objects/uuid:c9f4e495-9fab-4b09-aba1-f40cf5bfe45f

  • Willemse, T., Thompson, I., Vanderlinde, R., & Mutton, T. (2018). Family-school partnerships: a challenge for Teacher Education. Journal of Education for Teaching, 44(3), 252-257. https://doi.org/10.1080/02607476.2018.1465545
    https://ora.ox.ac.uk/objects/uuid:42b50ef5-bccc-4b88-9586-ef873065d208

  • Mutton, T., Burn, K., & Thompson, I. (2018). Preparation for family-school partnerships within initial teacher education programmes in England. Journal of Education for Teaching, 44(3), 278-295. https://doi.org/10.1080/02607476.2018.1465624
    https://ora.ox.ac.uk/objects/uuid:3e27b2cd-6f5c-4a9e-83be-788dc779417e

  • Ivinson, G., Thompson, I., Beckett, L., Egan, R., Leitch, R., & McKinney, S. (2017). Learning the price of poverty across the UK. Policy Futures in Education, 16(2), 130-143. https://doi.org/10.1177/1478210317736224
    https://ora.ox.ac.uk/objects/uuid:d9774f31-611d-4d17-89ae-f03176854e25

  • Thompson, I., & Tawell, A. (2017). Becoming other: social and emotional development through the creative arts for young people with behavioural difficulties. Emotional and Behavioural Difficulties, 22(1), 18-34. https://doi.org/10.1080/13632752.2017.1287342
    https://ora.ox.ac.uk/objects/uuid:6054444d-cd9a-4a93-8a11-cd913480162b

  • Thompson, I., & Wittek, A. (2016). Writing as a mediational tool for learning in the collaborative composition of texts. Learning, Culture and Social Interaction. https://doi.org/10.1016/j.lcsi.2016.05.004
    DOI: https://doi.org/10.1016/j.lcsi.2016.05.004

  • Thompson, I. (2016). Researching contradictions: Cultural Historical Activity Theory Research (CHAT) in the English classroom. English in Australia, 50(3), 21-26. https://ora.ox.ac.uk/objects/uuid:a518431f-6885-4337-9331-1d968e959818
    https://ora.ox.ac.uk/objects/uuid:a518431f-6885-4337-9331-1d968e959818

  • Burn, K., Mutton, T., Thompson, I., Ingram, J., McNicholl, J., & Firth, R. (2016). The impact of adopting a research orientation towards use of the Pupil Premium Grant in preparing beginning teachers in England to understand and work effectively with young people living in poverty. Journal of Education for Teaching, 42(4), 434-450. https://doi.org/10.1080/02607476.2016.1215551
    https://ora.ox.ac.uk/objects/uuid:3724f420-52bb-41d5-bc78-91dba87bc596

  • Thompson, I., Ellis, S., McNicholl, J., & Thomson, J. (2016). Student teachers’ perceptions of the effects of poverty on learners’ educational attainment and well-being: perspectives from England and Scotland. Journal of Education for Teaching, 42(4), 483-499. https://doi.org/10.1080/02607476.2016.1215542
    https://ora.ox.ac.uk/objects/uuid:6f6f4a85-7781-42be-a4f4-6c5a2fe4e21c

  • Thompson, I., & Wittek, A. (2016). Writing as a mediational tool for learning in the collaborative composition of texts. Learning, Culture and Social Interaction, 11, 85-96. https://doi.org/10.1016/j.lcsi.2016.05.004
    https://ora.ox.ac.uk/objects/uuid:f4ab7866-1e4e-4f14-b019-a32b1e32210b

  • Thompson, I., McNicholl, J., & Menter, I. (2016). Student teachers’ perceptions of poverty and educational achievement. Oxford Review of Education, 42(2), 214-229. https://doi.org/10.1080/03054985.2016.1164130
    https://ora.ox.ac.uk/objects/uuid:d88abc2d-5039-4ed8-baf5-2c6c59e25458

  • Thompson, I. (2013). The Mediation of Learning in the Zone of Proximal Development through a Co-constructed Writing Activity. Research in the Teaching of English, 47(3), 247-276. https://ora.ox.ac.uk/objects/uuid:406e20aa-3d45-4f3a-8893-8c7e05de59be
    https://ora.ox.ac.uk/objects/uuid:406e20aa-3d45-4f3a-8893-8c7e05de59be

  • Thompson, I. (2012). Planes of communicative activity in collaborative writing. Changing English, 19(2), 209-220. https://doi.org/10.1080/1358684X.2012.680766
    https://ora.ox.ac.uk/objects/uuid:cad638a7-292e-4e65-9fb0-a7c52d8a4fe2

  • Thompson, I. (2012). Stimulating reluctant writers: a Vygotskian approach to teaching writing in secondary schools. ENGLISH IN EDUCATION, 46(1), 85-100. https://doi.org/10.1111/j.1754-8845.2011.01117.x
    DOI: https://doi.org/10.1111/j.1754-8845.2011.01117.x

  • Howard, J., & Thompson, I. (1998). First class way to develop a brain. Nature, 396(6708), 219-221. https://doi.org/10.1038/24274
    DOI: https://doi.org/10.1038/24274

  • Thompson, I., Ivinson, G., Beckett, L., Egan, D., Leitch, R., & McKinney, S. (n.d.). Learning the price of poverty across the UK. Policy Futures in Education.

  • Obsuth, I., Madia, J., Thompson, I., Murray, A., & Daniels, H. (n.d.). The impact of school exclusion in childhood on health and well-being outcomes in adulthood: estimating causal effects using inverse probability of treatment weighting. British Journal of Educational Psychology. https://ora.ox.ac.uk/objects/uuid:b24cc570-9402-426e-ac9f-7d40eda52f4c
    https://ora.ox.ac.uk/objects/uuid:b24cc570-9402-426e-ac9f-7d40eda52f4c

  • Reports
  • Fancourt, N., Oancea, A., Thompson, I., Robson, J., & Childs, A. (2017). Evaluation of wiserdeducation: a report to HEFCW. In HEFCW External Report. HEFCW. https://ora.ox.ac.uk/objects/uuid:4377edfa-2672-4f3b-9b91-1db3371e59c0
    https://ora.ox.ac.uk/objects/uuid:4377edfa-2672-4f3b-9b91-1db3371e59c0

  • Ivinson, G., Beckett, L., Thompson, I., Wrigley, T., Egan, D., Leitch, R., & McKinney, S. (2017). The research commission on poverty and policy advocacy (pp. 1-11). British Educational Research Association. https://ora.ox.ac.uk/objects/uuid:0908d3d8-afb5-42cd-8d76-f7936876b337
    https://ora.ox.ac.uk/objects/uuid:0908d3d8-afb5-42cd-8d76-f7936876b337

  • Elliott, V., BAIRD, J., Hopfenbeck, T., Ingram, J., Thompson, I., Usher, N., Zantout, M., Richardson, J., & Coleman, R. (2016). A marked improvement? A review of the evidence on written marking. Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/Publications/EEF_Marking_Review_April_2016.pdf

  • Tawell, A., Thompson, I., Daniels, H., & al., E. (2015). Being Other: The Effectiveness of Arts Based Approaches in Engaging with Disaffected Young People. In Oxford University Department of Education. Oxford University Department of Education. https://ora.ox.ac.uk/objects/uuid:54de1398-fcd3-4849-b5f0-0799da9cd1d7
    https://ora.ox.ac.uk/objects/uuid:54de1398-fcd3-4849-b5f0-0799da9cd1d7

  • Other
  • Thompson, I., & Elliott, V. (2017). Editorial. In Emotional and Behavioural Difficulties (Vols. 22, Issue 1, pp. 1-1). Routledge. https://doi.org/10.1080/13632752.2017.1287384
    https://ora.ox.ac.uk/objects/uuid:c6af37af-cd5e-4e9b-8911-c2a3d038118b

  • Funded Research Projects

    • The Political Economies of School Exclusion and their Consequences.
      Oct 2019 - Sep 2023
    • Disparities in rates of permanent exclusion from school across the UK
      April 2017-Sep 2018