Mark has worked in ELT and EMI for over 35 years as a teacher, teacher trainer, lecturer, course writer, syllabus designer, examiner, Director of Studies, and consultant editor for OUP. For the British Council he has worked as a consultant trainer and course developer in EMI and EAP. For the University of Oxford Department of Education Mark delivered the ELT option on the MSc ALSLA and is Teaching Associate of the EMI Research Group in which capacity he has worked as a CI and has developed and delivered EMI teacher training courses in China, Serbia and Oxford. Mark has worked in universities in Russia, Ukraine, Kazakhstan, Belarus, Czechia, Italy, Germany, Mexico, Peru, Chile, Brazil, Colombia and Morocco.
He continues to be involved in EMI and is currently co-authoring an EMI student guide.
Mark is an alumnus of the University of Oxford Department of Education and was among the first to be awarded the innovative MSc in Teaching English Language in University Settings.
Grace Healy is an Honorary Research Fellow at the University of Oxford and Education Director (Secondary) at the David Ross Education Trust.
In her role as Education Director (Secondary), Grace holds strategic oversight of the Trust’s secondary curriculum and teacher development work, which includes leading a team of Trust-wide subject leads in their stewardship of Trust-wide subject communities that serve and nurture all subject teachers. She works closely with Principals to sustain a model for evaluating impact and continuously renewing all aspects of curriculum, to build capacity in senior curriculum leadership, and to ensure a culture of subject-sensitivity and disciplinary rigour pervades all work on teacher development. She has held various leadership roles with a focus on curriculum and teacher development and initial teacher education (ITE), including Curriculum Director, Director of a Teaching School Hub, Secondary Phase Lead of ITE and Trust-wide Subject Leader for Geography. Prior to becoming a geography teacher, Grace assisted with research on professional development interventions in leadership and literacy at the Woolf Fisher Research Centre (University of Auckland), which ignited her passion for education research and interest in the professional learning and development of teachers. Her research interests have since been shaped by the leadership roles she has held, and the potential she sees for examining the relationships between subject teacher development at scale, the co-construction of subject specialist curriculum knowledge, and the development of research capacity across subject education communities.
Grace holds a Master of Education from the University of Cambridge and is due to complete her PhD at the Institute of Education, UCL’s Faculty of Education and Society. She has completed her National Professional Qualification in Executive Leadership. Grace is a Fellow and a Chartered Geographer (Teacher) of the Royal Geographical Society (RGS) and has recently served a three-year term as Trustee and Honorary Secretary (Education) on the RGS’s Council.
Grace is committed to productive participation within communities of geography educators and education researchers and holds positions such as Treasurer for the Geography Education Research Collective (GEReCo), and member of British Educational Research Association (BERA)’s Publications Committee. She serves on the editorial boards of The Curriculum Journal, the London Review of Education and Teaching Geography. Since 2013, Grace has sustained service on numerous Geographical Association phase committees and SIGs, which has culminated in acting as Chair of the Teacher Education Phase Committee and Chair of the Geography Education Research SIG. She also serves as an External Examiner for the Secondary Geography PGDE at the University of Sheffield.
With funding from RGS and AHRC grants, Grace has worked with geographers from the University of St Andrews (Dr Jess Hope and Professor Nina Laurie) to reorientate geographical research undertaken in Bolivia and Peru for school geography. Grace holds an interest in continuing to explore the synergies between teaching and research across the school subject and academic discipline of geography.
Grace’s most recent co-edited books are Geography Education in the Digital World (Routledge, 2021) and Mentoring Geography Teachers in the Secondary School (Routledge, 2022). Her principal research interests are in curriculum theory, senior curriculum leadership, the subject-specific mentoring and professional development of teachers, geography teachers’ curricular theorising, and knowledge-exchange across schools and universities in the domains of geography and education.
EDITED SPECIAL ISSUES
Taylor, B. and Healy, G. (Eds.). (forthcoming, 2023). Rising to the challenge of teacher education to prepare teachers for today’s world, London Review of Education.
Healy, G., Hammond, L., Puttick, S. and Walshe, N. (Eds.). (2022). Mentoring Geography Teachers in the Secondary School. Abingdon: Routledge. https://doi.org/10.4324/9781003157120
Walshe, N. and Healy, G. (Eds.). (2021). Geography Education in the Digital World: Linking Theory and Practice. Abingdon: Routledge. https://doi.org/10.4324/9780429274909
Healy, G., Bell, I., Calle, O., Carmen, M., Cornejo, S, Puescas, C., Laurie, N. and Valdez, A. (forthcoming). Co-producing geographical knowledge through school curricula and communities: Lessons from Peru on the opportunities of the El Niño phenomenon in the context of climate change.
Hammond, L. and Healy, G. (2022). Engaging with undergraduate students’ perspectives on the value of geography to a person’s education. Geography, 7(3), 137-144. https://doi.org/10.1080/00167487.2022.2114164
Fotheringham, P., Harriot, T., Healy, G., Arenge, G. and Wilson, E. (2022). Pressures and influences on school leaders navigating policy development during the COVID-19 pandemic. British Educational Research Journal, 48(2), 201-227. https://doi.org/10.1002/berj.3760
Finn, M., Hammond, L., Healy, G., Todd, J., Marvell, A., McKendrick, J. and Yorke, L. (2022). Looking ahead to the future of GeogEd: creating spaces of exchange between communities of practice. Area, 54(1), 41-51. https://rgs-ibg.onlinelibrary.wiley.com/doi/10.1111/area.12701
Healy, G., Walshe, N. and Dunphy, A. (2020). How is geography rendered visible as an object of concern in written lesson observation feedback? The Curriculum Journal, 31(1), 7-26. https://doi.org/10.1002/curj.1
Healy, G. and Walshe, N. (2020). Real-world geographers and geography students using GIS: relevance, everyday applications and the development of geographical knowledge. International Research in Geographical and Environmental Education, 29(2), 179-196. https://doi.org/10.1080/10382046.2019.1661125
Taylor, L. and Healy, G. (2023, forthcoming). Case Study Methodology. In N. Clifford, M. Cope, T. Gillespie & S. French. (Eds.). Key Methods in Geography. 4th Edition. London: SAGE.
Hammond, L and Healy, G. (2023, forthcoming). Student voice, democratic education, and geography: Reflecting on the findings of a survey of undergraduate geography students. In L. Hammond, M. Biddulph, S. Catling & J.H. McKendrick (Eds.). Children, Education and Geography: Rethinking Intersections. Abingdon: Routledge.
Healy, G. (2022). Geography and geography education scholarship as a mechanism for developing and sustaining mentors’ and beginning teachers’ subject knowledge and curriculum thinking. In G. Healy, L. Hammond, S. Puttick & N. Walshe. (Eds.). Mentoring Geography Teachers in the Secondary School. Abingdon: Routledge, pp.187-207.
Healy, G. and Walshe, N. (2022). Navigating the policy landscape: conceptualising subject-specialist mentoring within and beyond policy. In G. Healy, L. Hammond, S. Puttick & N. Walshe. (Eds.). Mentoring Geography Teachers in the Secondary School. Abingdon: Routledge, pp.13-30.
Hammond, L., Puttick, S., Walshe, N. and Healy, G. (2022). Mentoring matters: contributing to a more just tomorrow in geography education. In G. Healy, L. Hammond, S. Puttick & N. Walshe. (Eds.). Mentoring Geography Teachers in the Secondary School. Abingdon: Routledge, pp. 243-251.
Walshe, N., Healy, G., Puttick, S. and Hammond, L. (2022). Introduction: Mentoring matters in and for geography education. In G. Healy, L. Hammond, S. Puttick & N. Walshe. (Eds.). Mentoring Geography Teachers in the Secondary School. Abingdon: Routledge, pp.1-10.
Healy, G. (2021). A call to view disciplinary knowledge through the lens of geography teachers’ professional practice. In M. Fargher, D. Mitchell & E. Till. (Eds.). Recontextualising Geography in Education. Cham, Switzerland: Springer, pp.71-88.
Healy, G. and Walshe, N. (2021). From the digital world to the post-digital world: the future generation of geographers. In N. Walshe & G. Healy. (Eds.). Geography Education in the Digital World: Linking Theory and Practice. Abingdon: Routledge, pp.181-185.
Fargher, M. and Healy, G. (2021). Empowering geography teachers and students with geographical knowledge: epistemic access through GIS. In N. Walshe & G. Healy. (Eds.). Geography Education in the Digital World: Linking Theory and Practice. Abingdon Routledge, pp.102-116.
Healy, G. (2021). Insights from professional discourse on GIS: a case for recognising geography teachers’ repertoire of experience. In N. Walshe & G. Healy. (Eds.). Geography Education in the Digital World: Linking Theory and Practice. Abingdon: Routledge, pp.89-101.
Walshe, N. and Healy, G. (2021). Introduction: Navigating the digital world as geographers and geography educators. In N. Walshe & G. Healy. (Eds.). Geography Education in the Digital World: Linking Theory and Practice. Abingdon: Routledge, pp.1-4.
SELECTED PROFESSIONAL PUBLICATIONS
Healy, G. (2020). Placing the geography curriculum at the heart of assessment practice. Teaching Geography, 45(1), 30-33.
Healy, G. (2020). What does effective professional learning – for teachers and school leaders – look like in the 21st century? Education Exchange.
Healy, G. (2019). Subject scholarship as a mechanism for developing trainees’ reflective practice and teachers’ curricular thinking. Impact: Journal of the Chartered College of Teaching, 6, 52-54.
Healy, G. and Walshe, N. (2019). School students’ perceptions of the nature and value of GIS: implications for curriculum development and pedagogical practice. Impact: Journal of the Chartered College of Teaching. January 2019, 74-77.
Healy, G. and Walshe, N. (2019). Leveraging real-world geographers and GIS: relevance, inspiration and developing geographical knowledge. Teaching Geography, 44 (2), 52-55.
Healy, G. (2019). Should we access general or subject-specific curriculum theory? Times Education Supplement (Curriculum Special), 5352, 32.
Healy, G. (2018). Using local organisations and geographical scholarship to support A- level place studies. Teaching Geography, 43(1), 13–15
Jonathan is an Honorary Norham Fellow in the Department of Education, and a member of the Department’s SKOPE research centre.
At the University of Oxford, Jonathan is Professor of Innovation & Knowledge Exchange, a Pro-Vice-Chancellor without portfolio, and President of Kellogg College.
Jonathan is Chair of the Universities Association for Lifelong Learning, a Fellow of the Academy of Social Sciences, Managing Editor of the International Review of Applied Economics, and was an Interdisciplinary Panel Member for REF2021. Jonathan was co-secretary to the Centenary Commission on Adult Education – see www.CentenaryCommission.org – and was awarded an OBE for services to education.
A Reader’s Guide to Social Science (editor), Fitzroy Dearborn & Routledge, 2001
The Handbook of Globalisation (editor), Edward Elgar, 2003, 2nd Edition 2011, 3rd Edition 2019
Why the Social Sciences Matter (editor, with Cary Cooper), Macmillan, 2015
An Advanced Introduction to Globalisation, Edward Elgar, 2017
Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.
Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.
Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.
Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.
She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.
Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.
SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.
Gene Thompson is the Director of the Bilingual Business Leader (BBL) Program and an Associate Professor of Language and Communication in the College of Business at Rikkyo University in Tokyo, Japan.
He has extensive experience with language education in Asia as a researcher, teacher, and consultant.
Gene’s research is situated in the field of Second Language Teaching and Learning. His primary area of interest is the intersection between learner/teacher cognitions and behaviour. His recent research has explored student perceptions of success in English medium instruction (EMI) in higher education in Japan, and Japanese high school teacher’s self-efficacy beliefs. Gene also has expertise in content and language integrated learning, English for academic purposes, and English for specific purposes.
Within the department, Gene has worked with Associate Professor Heath Rose and DPhil students to explore factors contributing to student success in EMI study. He is a co-investigator on the Centre for EMI Research and Development funded project ‘EMI Challenges in Japanese Universities’ and a member of the Oxford EMI Research Group.
Thompson, G., Curle, S., & Aizawa, I. (Forthcoming). It’s worth the extra effort: Behind student perceptions of success in the study of content via EMI. In J. McKinley & N. Galloway (Eds.), English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.
Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research. https://doi.org/10.1177/1362168820965510
Thompson, G. (2020). Exploring Language Teacher Efficacy in Japan. Multilingual Matters.
Thompson, G., & Dooley, K. (2020). Ensuring translation fidelity in multilingual research. In H. Rose & J. McKinley (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 63-75). Routledge.
Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
Thompson, G., & Dooley, K. (2019). Exploring the key domains where teacher efficacy beliefs operate for Japanese high school teachers of English. Asia Pacific Education Review, 20(3), 503-518. https://doi.org/10.1007/s12564-019-09607-y
Rose, H., Curle, S., Aizawa, I. & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161. https://doi.org/10.1080/03075079.2019.1590690
Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65. https://doi.org/10.1080/1359866X.2018.1498062
Thompson, G. (2018). Insights for efficacy development from an exploration of Japanese business management students’ EAP self-efficacy beliefs. The Asian ESP Journal, 14(7.1), 244-284.
Thompson, G. & McKinley, J. (2018). The integration of content and language learning, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.
McKinley, J. & Thompson, G. (2018). Washback Effect in Teaching English as an International Language, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.
Thompson, G., & Yanagita, M. (2017). Backward Yakudoku: An attempt to implement CLT at a Japanese high school. Innovation in Language Learning and Teaching, 11(2), 177-187. https://doi.org/10.1080/17501229.2015.1088856
Kari Sahan holds a DPhil in Education from the University of Oxford, Department of Education.
She is a member of the English Medium Instruction (EMI) Oxford Research Group and the assistant project lead for the ‘Teaching English and Teaching IN English Network’ (https://globalenglishes-emi.network/).
Her research focuses on EMI in higher education, language education policy, and classroom interaction. Her doctoral research explored the relationship between language education policy and practice in higher education by examining the implementation of English-medium programs in Turkey. She is currently involved in research projects with the Department of Education examining learning outcomes on EMI university programs and the provision for EMI programs on offer across countries.
She tutored on the MSc in Applied Linguistics for Language Teaching (formerly MSc TELUS) at the University of Oxford, Department of Education from 2017-2020. Prior to starting her DPhil, she worked at the Turkish Fulbright Commission in Ankara and as an English language instructor at Bursa Technical University, Turkey.
Kamasak, R., Sahan, K., & Rose, H. (2021) Linguistic challenges and learner characteristics in English-medium university programs. Journal of English for Academic Purposes, 49, 1-16. https://doi.org/10.1016/j.jeap.2020.100945
Sahan, K., (2020). ELF interactions in English-medium engineering classrooms. ELT Journal https://doi.org/10.1093/elt/ccaa033.
Şahan, Ö., & Şahan, K., & Razı, S. (2014). Turkish Language Proficiency and Cultural Adaptation of American EFL Teachers in Turkey. Procedia – Social and Behavioral Sciences, 158, 304-311. https://doi.org/10.1016/j.sbspro.2014.12.092
Sahan, K., & Rose, H. (2021). Problematising the E in EMI: Translanguaging as a pedagogic alternative to English-only hegemony. In B.A. Paulsrud, Z. Tian, & J. Toth (Eds.), At the Crossroads of EMI and Translanguaging. Bristol: Multilingual Matters.
Şahan, Ö, & Sahan, K. (2021). What challenges do novice teachers face in under-resourced contexts in Turkey? An exploratory study. In K. Bailey & D. Christian (Eds.), Global Research on Teaching and Learning English (Vol. 8). New York: Routledge.
Çoban, M., Şahan, Ö., & Şahan, K. (2017). A Needs Analysis Based Study: The Professional Development Needs of EFL Instructors at a Technical University. In D. Köksal (Ed.), Researching ELT: Classroom Methodology and Beyond (pp. 229-242). New York: Peter Lang.
Curle, S., Jablonkai, R. R., Mittelmeier, J., Sahan, K. (2020). English in Higher Education – English medium: Literature Review. British Council: ELT Research Papers.
Şahan, K.C., Melsen, M., Tawell, A., Newell, K., Wortmann, K., & Mukhi, N. (Eds.). (2017). Doing Education Differently: Proceedings of the 2017 STORIES Conference. Oxford: Oxford: STORIES Conference.
Jim McKinley is an associate professor of Applied Linguistics in Higher Education at UCL Institute of Education, and a Senior Fellow of the Higher Education Academy.
He has been an associate of the EMI Oxford research group since arriving in the UK in 2016. Originally from the US, he later taught and studied in Australia and New Zealand, and also taught for many years on Japan’s oldest EMI program at Sophia University (2005-2016).
At Oxford, Jim regularly collaborates with Dr. Heath Rose as well as Prof. Victoria Murphy, has published with several DPhil students, and supervises dissertations on the MSc ALSLA and MSc ALLT programs.
Jim’s research mainly explores implications of globalisation for L2 writing, language education, and teaching in higher education. As principal investigator on the British Academy-funded project ‘Exploring the teaching-research nexus in higher education’ (2018), he continues to research and publish on the bifurcation of teaching and research in higher education and TESOL in the UK and internationally. Jim is a co-editor-in-chief of the journal System and series co-editor (with Dr Heath Rose) of Cambridge Elements: Language Teaching.
For further information, visit www.researchgate.net/profile/Jim-Mckinley.
Rose, H., McKinley, J., & Galloway, N. (2020). Global Englishes and Language Teaching: A systematic review of pedagogical research. Language Teaching. https://doi.org/10.1017/S0261444820000518
McKinley, J., McIntosh, S., Milligan, L. O., Mikolajewska, A. (2020). Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education. Higher Education. https://doi.org/10.1007/s10734-020-00595-2
Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.
McKinley, J. & Rose, H. (Eds.) (2020). The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.
Rose, H., McKinley, J. & Briggs Baffoe-Djan, J. (2020). Data Collection in Applied Linguistics Research. Bloomsbury.
Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2019). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1686698
McIntosh, S. McKinley, J., Milligan, L., & Mikolajewska, A. (2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1637846
McKinley, J. (2019). Evolving the teaching-research nexus. TESOL Quarterly, 53(3), 875-884.
McKinley, J., Dunworth, K., Grimshaw, T., Iwaniec, J. (2019). Developing intercultural competence in the third space: postgraduate studies in the UK. Language and Intercultural Communication, 19(1), 9-22.
McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes. Journal of Second Language Writing, 42, 1-11.
McKinley, J. (2018). Integrating appraisal theory with possible selves in understanding university EFL writing. System, 78, 27-37.
Rose, H. & McKinley, J. (2018). Japan’s English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111-129.
Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.
McKinley, J., & Rose, H. (Eds.) (2017). Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions. Routledge.
McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.
Christian Ydesen is a professor of international and comparative education at Aalborg University, Denmark and board member of the Nordic Educational Research Association (NERA).
Christian is the Primary Investigator of the project ‘The Global History of the OECD in education’ funded by the Aalborg University talent programme and the project ‘Education Access under the Reign of Testing and Inclusion’ funded by the Independent Research Fund Denmark.
His primary disciplinary fields are history of education, sociology of education, policy studies, educational testing, accountability, and comparative education. He has published several articles on topics such as educational testing, international organisations, accountability, educational psychology and diversity in education from historical and international perspectives.
Visiting research fellow at Moray House, University of Edinburgh (2008-2009)
Visiting research fellow at the School of Education, University of Birmingham (2013)
Visiting research fellow at the Institute for Advanced Studies in the Humanities, University of Edinburgh (2016)
International Guest Lecturer, University of Göttingen (2018)
Visiting research fellow at the Department of Education, University of Oxford (2019)
International Guest Lecturer, University of Granada (2019-)
Honorary Research Fellow, University of Wisconsin-Madison (2020-2021).
Executive Editor of European Educational Research Journal
Ydesen, C., & Andersen, C. K. (2020). Implementing inclusive education policies – the challenges of organizational change in a Danish municipality. Nordic Journal of Studies in Educational Policy, 6(1), 69–78. https://doi.org/10.1080/20020317.2020.1733848
Ydesen, C., & Andreasen, K. E. (2020). Historical Roots of the Global Testing Culture in Education. Nordic Studies in Education, 40(2), 149–166. https://doi.org/10.23865/nse.v40.2229
Ydesen, C. & Buchardt, M. (2020) Citizen Ideals and Education in Nordic Welfare State School Reforms, Oxford Research Encyclopedia of Education (forthcoming)
Ydesen, C., & Bomholt, A. (2020). Accountability implications of the OECD’s economistic approach to education: A historical case analysis. Journal of Educational Change, vol. 21, pp. 37-57. https://doi.org/10.1007/s10833-019-09355-1
Ydesen, C., & Grek, S. (2019). Securing organisational survival: A historical inquiry into the OECD’s work in education during the 1960s. Paedagogica Historica, 1–16. https://doi.org/10.1080/00309230.2019.1604774
Ydesen, C. & Andreasen, K. (2019) Koblinger mellem økonomi og uddannelse – et rids af dansk transnational uddannelseshistorie, EDUCARE, no. 1, pp. 1-25.
Ydesen, C., Hamre, B & Andreasen, K. (2018) Differentiation of Students in the Early Danish Welfare State: Professional Entanglements Between Educational Psychologists and Psychiatrists, Nordic Journal of Educational History, Vol. 5, no. 1, pp. 73–96
Ørskov, F. F., & Ydesen, C. (2018). Playing the game of IQ testing in England and Denmark in the 1930s–1960s—a socio-material perspective. Oxford Review of Education, 44(5), 599–615. https://doi.org/10.1080/03054985.2018.1491397
Kelly, P., Andreasen, K. E., Kousholt, K., McNess, E., & Ydesen, C. (2017). Education governance and standardised tests in Denmark and England. In: Journal of Education Policy, 1–20. https://doi.org/10.1080/02680939.2017.1360518
Padovan-Özdemir, M. & Ydesen, C. (2016) Professional Encounters with the Post-WWII Immigrant – A Privileged Prism for Studying the Shaping of European Welfare Nation-States. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5
Myers, K. & Ydesen, C. (2016) The Imperial Welfare State? Decolonization, education and professional interventions on immigrant children in Birmingham, 1948-1971. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5, DOI: 10.1080/00309230.2016.1192207
Andreasen, K.E. & Ydesen, C. (2016) Educating for peace: The role and impact of international organisations in interwar and post-war Danish school experiments, 1918–1975. In: Nordic Journal of Educational History, vol. 2. No. 2, pp. 3-25
Ydesen, C. (2016). Crafting the English welfare state—interventions by Birmingham Local Education Authorities, 1948–1963. British Educational Research Journal, http://doi.org/10.1002/berj.3223
Christensen, I.L. & Ydesen, C. (2015) Routes of Knowledge: Towards a Methodological Framework for Tracing the Historical Impact of International Organizations. In: European Education, 47(3), pp. 274-288
Christensen, I.L. & Ydesen, C. (2015). Internationale organisationers virkningshistorie: Teoretiske og metodiske overvejelser. TEMP – tidsskrift for historie, 10, 16-33.
McNess, E.; Kelly, P.; Kousholt, K.; Andreasen, K.E.; Ydesen, C. (2015) Standardised testing in compulsory schooling in England and Denmark: – A comparative study and analysis. In: Bildung und Erziehung, 68(3), pp. 329-348
Andreasen, K.E. & Ydesen, C. (2015) Folkeskolens test- og evalueringspraksisser i internationalt perspektiv 1945-1990 [Test- and evaluation practices of the public school system in international perspective, 1945-1990]. In: Temp, vol. 10, pp. 92-115
Dorn, S. & Ydesen, C. (2014) Towards a Comparative and International History of School Testing and Accountability. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-11 (http://dx.doi.org/10.14507/epaa.v22.1913)
Andreasen, K.E. & Ydesen, C. (2014) Accountability Practices in the History of Danish Primary Public Education from the 1660s to the Present. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-31 (http://dx.doi.org/10.14507/epaa.v22.1618)
Hamre, B. & Ydesen, C. (2014) The Ascent of Educational Psychology in Denmark in the Interwar Years. In: Nordic Journal of Educational History, vol. I(2), pp. 87-111
Ydesen, C. (2014) High-Stakes Educational Testing and Democracy: antagonistic or symbiotic relationship? In: Education, Citizenship and Social Justice. February, 9(2), pp. 97-114
Andreasen, K. E.; Rasmussen, A.; Ydesen, C. (2013) Standardized Testing, Sociology of Education: An A-to-Z Guide, Ainsworth, J. (ed.), vol. 2, Sage Publications, Incorporated, pp. 737-740.
Andreasen, K. E. & Rasmussen, P., Ydesen, C. (2013) Den diskrete internationalisering: Danske uddannelser i international kontekst 1968-1982 [The discrete internationalization: Danish education in international context 1968-1982]. In Uddannelseshistorie. 21 pages.
Ludvigsen, K., Lundahl, C. & Ydesen, C. (2013) Creating an educational testing profession – the emergence and impact of the Scandinavian testing community, 1920-1960. In European Educational Research Journal. Special Issue. 2013, vol. 12, no. 1, pp. 120-138.
Ydesen, C. (2013) Educational Testing as an Accountability Measure: Drawing on Twentieth-century Danish History of Education Experiences. In Paedagogica Historica, 49:5, pp. 716-733.
Ydesen, C. (2012) Børn i særklasse – Lærerbedømmelser og test i det 20. Århundrede [Children in remedial education – teacher evaluations and tests in the 20th century]. In Årbog for Uddannelseshistorie.
Ydesen, C. (2012) At skabe orden i skolen – intelligenstestning på Frederiksberg 1930-1943 [Creating Order in School – Intelligence Testing at Frederiksberg, 1930-1943]. In Temp.
Ydesen, C. (2012) The international space of the Danish testing community in the interwar years. In Paedagogica Historica, 48 (4), 2012, pp. 589-599
Garsdal, J. & Ydesen, C. (2009) The debate on educational and psychological testing in the United States. In Education Review. vol. 12, no. 8, June 15.
Rasmussen, A. & Ydesen, C. (2020) Cultivating Excellence in Education, Educational Governance Research, Cham: Springer International Publishing
Øland, T., Ydesen, C., Padovan-Özdemir, M. & Moldenhawer, B. (2019) State-Crafting on the Fringes – Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum
Ydesen, C. (2011) The Rise of High-Stakes Educational Testing in Denmark, 1920-1970. Frankfurt a.M: Peter Lang Verlag.
Skedsmo, G., Rönnberg. L. & Ydesen, C. (2021) National Testing and Accountability in the Scandinavian Welfare States: Education Policy Translations in Norway, Denmark and Sweden. World Yearbook of Education (Forthcoming)
Reder, T. & Ydesen, C. (2021) Policy Borrowing and Evidence in Danish Education Policy Preparation – The Case of the Danish Public School Reform of 2013, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)
Ydesen, C., Kauko, J. & Magnúsdóttir, B.R. (2021) The Organization for Economic Cooperation and Development – A Field Analysis of Knowledge Brokers in Denmark, Finland, and Iceland, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)
Ydesen, C. (2020) What can we learn about global education from historical and global policy studies of the OECD? In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 1-14.
Ydesen, C. (2020) The Formation and Workings of a Global Education Governing Complex, In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 291-303.
Elfert, M. & Ydesen, C. (2020) The Rise of Global Governance in Education: The OEEC and UNESCO, 1945-1960, In. Gram-Skjoldager, K. (ed.) Organizing the World – International Organization and the Emergence of International Public Administration 1920-1960, Bloomsbury (accepted)
Øland, T., Ydesen, C., Padovan-Özdemir, M. and Moldenhawer, B. (2019) The Othered and Professionals of the Post-1945 Welfare State: Framing Studies of Statecrafting, Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press
Ydesen, C. (2019) Statist Capital and the Public Good of the Danish Welfare Nation-State, 1945–1970s: A Comparative Historical Case Study of Individuals, Groups, and Professional Interventions, In: Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press, pp. 33-89.
Ydesen, C. & Verschaeve, J. (2018) The OECD Development Assistance Committee and Peace: Instituting Peace by Economic Means. In: Aigul Kulnazarova, A. & Popovski, V. (eds.) The Palgrave Handbook of Global Approaches to Peace, London & New York: Palgrave Macmillan
Hamre, B. Morin, A & Ydesen, C. (2018) The tension field between testing and inclusion: Introducing a research endeavour. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge
Hamre, B. Morin, A & Ydesen, C. (2018) Optimizing the educational subject between testing and inclusion in an era of neoliberalism – Musings on a research agenda and its future perspectives. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge
Ydesen, C. & Au, W. (2018) Educational testing, the question of the public good, and the room for inclusion: A comparative study between Scotland and the United States. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge
Buchardt, M. & Ydesen, C. (2018) Testing the Culturally Deviant of the Welfare State: Greenlandic Children and the Children of Labour Migrants in Danish Minority Education, 1960s to 1970s. In: Lawn, M. & Alarcon, C. Student Assessment Cultures in Historical Perspective, Berlin: Peter Lang
Dussel, I. & Ydesen, C. (2016) Jamie Torres Bodet and the struggle over history writing of the Americas: The Mexican Experience. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge
Ydesen, C., & Castro, H. R. (2016). The Historical Confluence of Education for International Understanding and Textbook Revisions in Brazil, 1945–1960. In Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge
Kulnazarova, A. & Ydesen, C. (2016) The Nature and Methodology of UNESCO’s Educational Campaigns. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge
Ydesen, C. (2016) Debating International Understanding in the Western World: The American Approach to UNESCO’s Educational Campaigns, 1946-54. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, London: Routledge, pp. 239-255
Dussel, I. & Ydesen, C. (2016) UNESCO and the Improvement of History Textbooks in Mexico, 1945-1960. In: Duedahl, P. (ed.) The History of UNESCO: Global Actions and Impacts, Palgrave MacMillan
Andreasen, K.E. & Ydesen, C. (2016) The International Space of the Danish Testing Community in the Post-war Years. In: Smith, Willam C. (ed.) The Global Testing Culture: Shaping Education Policy, Perceptions, and Practice, Oxford Studies in Comparative Education, pp. 115-130.
Ydesen, C., & Øland, T. (2015). Professional Interventions as a State-Crafting Grammar: Using a Sociological Concept of State in Historical Research. In M. Lytje, T. K. Nielsen, & M. Ottoway Jørgensen (Eds.), Challenging Ideas?: Theory and Empirical Research in the Social Sciences and Humanities (pp. 140-160). Newcaste Upon Tyne: Cambridge Scholars Press.
Jacobsen, A.J. & Ydesen, C. (2015) Forsvarets udvælgelse af pilotaspiranter – test som egnethedsinstrument [The Selection of Military Pilots – Testing as an instrument of aptitude]. In: Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press
Andreasen, K.E. & Ydesen, C. (2015) Skolemoden og skoleparat – Vurderinger af børn ved overgangen til skolen [School maturity and school readiness – assessments of pre-school children]. Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press
Andreasen, K.E. & Ydesen, C. (2014) Test, prøver og eksamener i sociologisk perspektiv [Tests and exams in a sociological perspective]. In: Rasmussen, Jens & Dorf, Hans (eds.) Pædagogisk sociologi. Hans Reitzels forlag, chapter 7, pp. 147-162
Ydesen, C. (2014) Skolens nye eksperter [The school’s new experts]. In: Coninck-Smith, N.de & Appel, C. Dansk skolehistorie. Hverdag, vilkår og visioner gennem 500 år [Schools in Denmark: A History of Everyday Life, Conditions, and Visions over 500 Years], vol. IV, chapter 13, pp. 242-256.
Ydesen, C. (2013) The creative democratic potential of the multitude: Solidarity and love as transcendence in immanence. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag.
Ydesen, C., & Agustin, O. G. (2013). In Search of Post-Crisis Perspectives. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag
Ydesen, C. (2011) Totality and exteriority: the case of high-stakes testing in intercultural education. In: Kofoed, O.; Paulsen, M; Rasmussen, J.K.; Ydesen, C. (eds.) Learning from the Other. NSU Press. Aarhus Universitetsforlag, 2011, pp. 219-227
Ydesen, C. (2011) Educating Greenlanders and Germans – Minority Education in the Danish Commonwealth, 1945-1970. In: Niedrig, H., Ydesen, C. (eds.) Writing Postcolonial Histories of Intercultural Education. Frankfurt a.M: Peter Lang Verlag. 2011, pp. 239-267.
Ydesen, C. (2010) Educational selection technologies in neocolonial Greenland – The preparation scheme in the Greenlandic educational system 1961–1976. In: Larsson, Esbjörn & Westberg, Johannes (eds.) Utbildningens sociala och kulturella historia. Uppsala, pp. 147-167.
Professor Stobart is an Honorary Research Fellow at the Oxford University Centre for Educational Assessment (OUCEA) and Emeritus Professor of Education at the Institute of Education, University College London.
He has worked in education as a teacher, psychologist, policy researcher and academic. His expertise is in assessment, with much of his recent work focusing on Assessment for Learning.
After teaching for eight years in secondary schools in Africa and Inner London he retrained, and worked, as an Educational Psychologist. This led to a Fulbright Scholarship in the USA, where he gained a PhD for research into the integration of special needs students in mainstream classrooms.
Returning to the UK he worked as an assessment researcher for 20 years, firstly with an exam board and then with government agencies. These posts led to wide experience with assessment policy and the development of national qualifications and assessments.
His move to the University of London Institute of Education provided the opportunity to further develop his work on the formative role of assessment. As a founder member of the Assessment Reform Group he has worked for over twenty years on developing Assessment for Learning, an approach which now has international recognition. He continues to work on international projects in this area.
His Testing Times: The uses and abuses of assessment (Routledge, 2008) focused on the impact of assessment, while his current focus is on how expertise develops and the implications for classroom teaching and learning. His book on this is The Expert Learner: Challenging the myth of ability (2014, OUP/McGraw-Hill).
Much of his current professional work involves working with teachers on classroom teaching and learning – and the role formative assessment plays in this.
Recent conference presentations
- Sept. 2019, Effective Learning – What matters most? Britanico Conference, Lima Peru.
- July 2019, Schools matter, but they don’t make a difference’ – examining the genetic claims of Robert Plomin LondonEd Research Conference for Schools
- January 2019, Developing effective assessment for learning, Kompatense Norge Conference, Norway.
- Nov. 2018, Teaching, Learning and Assessing for Today and Tomorrow, Aga Khan University, Pakistan.
- Nov. 2017, Can examinations ever be fair? Investigating equal opportunities, meritocracy and validity.43rd IAEA Conference Batumi, Georgia
- June 2017, Expert learning and teaching, IEA Assessment Conference, Adelaide.
- ADIE, L., STOBART, G. & CUMMING, J. (in press) The construction of the teacher as expert assessor, Asia-Pacific Journal of Teacher Education.
- BOYD, E., GREEN, A., HOPFENBECK, T. & STOBART, G (2019) Effective Feedback: The key to successful Assessment for Learning, Oxford University Press
- GOLDSTEIN, H., MOSS, G., SAMMONS, P., SINOTT, G. & STOBART, G. (2018) A baseline without basis: The validity and utility of the proposed reception baseline assessment in England, London: British Educational Research Association.
- STOBART, G. (2018) Becoming proficient: An alternative perspective on the role of feedback. The Cambridge handbook of instructional feedback, Eds A.L. Lipnevich and J.K. Smith, Cambridge, Cambridge University Press, 29-51.
- BAIRD, J., ANDRICH, D., HOPFENBECK, T.N. & STOBART, G. (2017) Assessment and Learning: fields apart? Assessment in Education: Principles, Policy and Practice, 24, 1, 317-350.
- STOBART, G (2016), Assessment and Learner Identity, Encyclopedia of Educational Philosophy and Theory, Dordrecht, Springer Press, 1-6.
- T.N. HOPFENBECK & G. STOBART (Eds) (2015) Assessment for Learning: Lessons learned from large-scale evaluations of implementations. Special Issue of Assessment in Education: Principles, Policy and Practice, 22, 1, 1-177.
- STOBART, G. (2014) What is 21st Century Learning – and what part does classroom assessment play? Assessment and Learning 3, 1-14; Hong Kong Education Bureau.
- STOBART, G. (2014) The Expert Learner; Challenging the myth of ability, Maidenhead, McGraw-Hill/Open University Press.
- EGGEN, T.J.H.M. & STOBART, G. (Eds) (2014) High Stakes Testing in Education: Value, fairness and consequences, London, Routledge.
- STOBART, G. & HOPFENBECK, T.N. (2014) Assessment for Learning and formative assessment, in BAIRD, J-A., HOPFENBECK, T., NEWTON, P., STOBART, G. & STEEN-UTHEIM, A.T. State of the Field Review of Assessment and Learning, Norwegian Knowledge Centre for Education study 13/4697.
- STOBART, G. & EGGEN, T. (2012) High-stakes testing – value, fairness and consequences, Assessment in Education, 19,1, 1-6.
- STOBART, G. (2012) Validity in formative assessment, in J.GARDNER (Ed.) Assessment and Learning, 2nd Edition, London, Sage.
- BAIRD, J., ISAACS, T., JOHNSON, S., STOBART, G., YU, G., SPRAGUE, T. AND DAUGHERTY, R.
(2011) Policy Effects of PISA.
- BAIRD, J., ELWOOD, J., DUFFY, G., FEILER, A., O’BOYLE, A., ROSE, J. & STOBART, G. (2011) 14–19 Centre Research Study: Educational Reforms in Schools and Colleges in England Annual Report. London: QCDA.
- STOBART, G. (2011) Validity in formative assessment, in J.GARDNER (Ed.) Assessment and Learning, 2nd Edition, London, Sage.