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Jessica Chan

Research Officer

jessica.chan@education.ox.ac.uk

About me

The massive impacts teachers have on students, learning and in a broad sense, the future of our society have driven Jessica to research pedagogy, theories of learning and teacher professional development.

Her research interests and foci can be described as:

Vygotskian and post-Vygotskian concepts in human development
Pedagogy; educational assessment
Teacher education and professional development
Methodological issues in Cultural-historical theory
Learning in groups; classroom interaction
Conditions of effective teaching
Slightly crossing the boundary, Jessica is also keen on bringing the fruits of educational research to medicine, especially in medical education and inter-professional work in health services.

Research

Book chapters

Chan, J., & Guilfoyle, L. (2023). Argumentation and religious education. In Debates in Religious Education (pp. 190-198). Taylor & Francis.

https://doi.org/10.4324/9781003406280-19
Edwards, A., Chan, J., & Tan, D. (2019). Motive orientation and the exercise of agency: Responding to recurrent demands in practices. In A. Edwards, M. Fleer, & L. Bøttcher (Eds.), Cultural-historical approaches to studying learning and development. Springer.

https://doi.org/10.1007/978-981-13-6826-4

Conference papers

Erduran, S., & Chan, J. (2022). INTERDISCIPLINARITY FOR FUTURE-ORIENTED EDUCATION: INSIGHT FROM EDUCATIONAL RESEARCH IN ENGLAND. ICERI Proceedings, 1, 6509-6509.

https://doi.org/10.21125/iceri.2022.1629
Chan, J., Tolo, A., & HOPFENBECK, T. (2018, April 13). A systematic review of teachers’ implementation of technology-enhanced formative assessment: Insights and implications.

http://aera/
CHAN, J. (2016, April 11). Discussing motives in actions: The potential of stimulated-recall interviews in facilitating CHAT research.
CHAN, J. (2016, April 8). The impacts of teachers’ professional identity on purposes and organization of group work.

Journal articles

Chan, J., Woore, R., Molway, L., & Mutton, T. (2022). Learning and teaching Chinese as a foreign language: A scoping review. Review of Education, 10(3).

https://doi.org/10.1002/rev3.3370
Chan, J., & Erduran, S. (2022). The impact of collaboration between science and religious education teachers on their understanding and views of argumentation . Research in Science Education, 53(1), 121-137.

https://doi.org/10.1007/s11165-022-10041-1 https://ora.ox.ac.uk/objects/uuid:b69a3250-e233-4a0c-9a8f-905b1b1da123
Chan, J., Guilfoyle, L., & Fancourt, N. (2020). Argumentation in religious education in England: an analysis of locally agreed syllabuses. British Journal of Religious Education, 43(4), 458-471.

https://doi.org/10.1080/01416200.2020.1734916 https://ora.ox.ac.uk/objects/uuid:145ee7f3-2532-4354-966e-13ecb31bc2eb
Erduran, S., Guilfoyle, L., Park, W., Chan, J., & Fancourt, N. (2019). Argumentation and interdisciplinarity: Reflections from the Oxford Argumentation in Religion and Science Project. Disciplinary and Interdisciplinary Science Education Research, 1.

https://doi.org/10.1186/s43031-019-0006-9 https://ora.ox.ac.uk/objects/uuid:28d293cd-35ae-49d7-9fb3-4c72839e7922
Li, K., Kui, C., Lee, E., Ho, C., Sunny Hei, S., Wu, W., Wong, W., Voll, J., Li, G., Liu, T., Yan, B., Chan, J., Tse, G., & Keenan, I. (2017). The role of 3D printing in anatomy education and surgical training: A narrative review. MedEdPublish, 6(2).

https://doi.org/10.15694/mep.2017.000092 https://ora.ox.ac.uk/objects/uuid:19db6539-7353-4c2d-863f-3be72cb9fa16
Lenkeit, J., Chan, J., Hopfenbeck, T., & Baird, J.-A. (2015). A review of the representation of PIRLS related research in scientific journals. Educational Research Review, 16, 102-115.

https://doi.org/10.1016/j.edurev.2015.10.002

Reports

McGrane, J., Chan, J., Boggs, J., & Hopfenbeck, T. (2017). The assessment and moderation of writing with primary-aged students in contexts where English is the primary language of instruction: A systematic review. Oxford University Press.
Masterman, L., & Chan, J. (2015). Openness in Teaching and Learning: An Exploration of Principles and Practices at the University of Oxford.