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Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.

After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.

As research manager/administrator, Judy’s role is to ensure an effective research environment for the academic team she supports. This includes liaising with funders, partners and schools, monitoring project progress and managing the online web portal.

Judy has extensive experience in project consultancy, co-ordination and administration, working with varied clients from sole traders and SMEs to international corporations. She has specialised in working in the HE sector, working directly with PIs to co-ordinate and monitor projects, including those funded by H2020, H2020/ERC, EEF, NERC, EPSRC and the Helen Hamlyn Trust.

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

 

·         Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. S. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538–555. https://doi.org/10.1080/21582041.2021.2007279

·         Aleghfeli, Y. K., & Hunt, L. (2021). Protocol for a systematic mixed-methods review of risk and resilience factors for the education of unaccompanied refugee minors in high-income countries. International Database of Education Systematic Reviews. https://idesr.org/?doc=IDESR000002

·         UNDP. (2017). E-Consultation: Somalia 2016, towards an inclusive Somalia national development plan 2017-2019. https://www2.sdgactioncampaign.org/wp-content/uploads/2017/05/report-somalia-e-survey-ndp-sdgs-4.pdf

 

Siyu is a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education

At TalkTogether, Siyu is responsible for designing online surveys on platforms such as Qualtrics, liaising with international research collaborators and partners, and analysing quantitative data from child assessments and parent reports.

 

Prior to joining TalkTogether, she completed the MSc in Education (Research Design and Methodology), under the supervision of Professor Sonali Nag. Her dissertation explored the roles of family background and home literacy environment in the literacy and language development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction.

 

Denise is a Co-Investigator and Project Manager for the Teaching Effective Early Mathematics and Understanding in Primary (TEEMUP) Schools study.

She plays a leading role in the management of the study and has responsibility for the development of its manuals, delivery of the intervention and direction of the work. As a Co-Investigator of the study, she has primary responsibility for developing the intervention associated with this Education Endowment Foundation funded research project.

As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.

By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately