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Viewing archives for Doctoral Student

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head of Learning and Standards.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

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.

Haoran obtained a bachelor’s degree in Education Studies at University College London. After that, she completed her master’s degree in Early Childhood Education at Columbia University.

Publications

  • Luo, H., Yang, W., & Zeng, Y. (2022). A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens. Teaching And Teacher Education114, 103716. https://doi.org/10.1016/j.tate.2022.103716
  • Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal Of Educational Technology53(6), 1486-1510. https://doi.org/10.1111/bjet.13266

Joanna is a Doctoral Student, and ESRC Grand Union DTP Scholar, researching in-class support for multilingualism in UK schools.

She has over 12 years of experience as a teaching professional, having worked as a class teacher, EAL specialist and Teaching Assistant in the UK, China, Brazil and Italy. Her main area of interest is school-based education (3-18), specifically the support for multilingual pupils and their language practices, as well as the relationship between teaching assistants and both teachers and children in schools.

Joanna holds a BA in Jurisprudence and a MSc in Applied Linguistics for Language Teaching, both from the University of Oxford. She also has a PGCE, and a PGDip in French.

Rachel’s research focuses on exploring the experiences of ethnic minority trainee teachers with a view to better supporting their progress through teacher education and beyond.

Rachel received a BEng in Mechanical Engineering from the University of Birmingham. She later completed a PGCE in secondary science and an MSc in Teacher Education at the University of Oxford. She also has a MA in Photography.

Rachel taught physics for seven years in local Oxfordshire secondary schools, becoming a mentor to trainee science teachers and Head of Physics. She most recently worked on the second year Teach First science course at the Institute of Education at UCL and as a curriculum tutor on the Oxford science PGCE. She has taught the Teaching Physics in Schools option for second year physics undergraduates studying at Oxford for the past four years.

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). 

Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.

Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.

Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.

Fiona’s research interests focus on the development of curiosity in adult learners.

Fiona has researched the development of curiosity in tutors teaching procurement (CIPS) qualifications for the MSc Teaching Learning (Oxon 2021) and delivered a research paper at the 2022 IPSERA conference.

Fiona works for the Chartered Institute of Procurement and Supply as Global Head