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Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equation Modelling) and analysing ambulatory assessment data.

Prior to starting his DPhil, Henry undertook a placement year as a research assistant in the Child Development and Learning research group at the Department of Education, University of Oxford, whilst completing his BSc in Psychology at the University of Surrey. He continued and completed his MSc in Education (Child Development and Education) at the University of Oxford.

 

Publications

Lo, H. T. F. 2022. Children’s Momentary Executive Function Fluctuation in Real-World Classrooms: An Intensive Longitudinal Study. MSc Dissertation. University of Oxford, U.K.

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

Publications

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

Anushay is a second-year DPhil student investigating how classroom characteristics are related to Pakistani children’s development. She is supervised by Professor Iram Siraj and Dr Katharina Ereky-Stevens and her work is being supported by the Aga Khan University (Pakistan). Anushay received the Patrice Engle Dissertation Grant Award from the Society for Research in Child Development (SRCD) in 2023.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay also works as a part-time research  assistant at the Developmental Diversity Lab at UCL’s Institute of Cognitive Neuroscience. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families. Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

Journal Articles

  1. Mazhar, A., & Bailey, C., S. (under review). Understanding Children’s Emotion-Specific Biases: How They Relate to Child and Family Factors, Emotion Recognition Accuracy, and Social Behaviour.

Presentations

  1. Mazhar, A., & Bailey, C., S. (2023, March). Understanding Children’s Emotion-Specific Biases: How They Relate to Child-Level Factors and Emotion Recognition Accuracy [Paper Presentation]. Society for Research in Child Development, Salt Lake City, Utah, United States.
  2. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
  3. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
  4. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom.

Posters

  1. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.
  2. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.

Atsushi is a PhD student at the University of Oxford researching the effect of narrative experience on theory of mind development in Japanese preschoolers in association with self-regulation and language.

Mirna Sumatic is a DPhil student at the University of Oxford. Her doctoral thesis is focused on student-teacher interactions and the changes in relationship quality between students and teachers across the primary school years, and the factors that influence these changes over time.

Her research interests lie particularly in secondary data analysis and applying quantitative methods to longitudinal data. Theoretically, Mirna is interested in applying and integrating attachment and motivation theories to her research.

Prior to starting her DPhil, Mirna completed her BSc in Psychology at the University of Bath. She subsequently went on to complete her MSc in Child Development and Education at the Department of Education, University of Oxford.

Mirna is currently a Doctoral Teaching Fellow for the MSc Child Development and Education programme, where she teaches on the Foundations of Educational Research course.

 

Publications

Šumatić, M., Malmberg, L.-E., Grigoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 63, 355-367. doi:10.1016/j.ecresq.2023.04.008

Heemskerk, C., Šumatić, M., Strand, S., & Malmberg, L.-E. (2022). Individual differences in the effects of physical activity on classroom behaviour. Frontiers in Education, section Educational Psychology, 6, Article 812801. doi: 10.3389/feduc.2021.812801

 

Supervisors

Lrs-Erik Malmberg and Steve Strand

Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.

Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.

Siyu is also 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 and analysing quantitative data from child assessments and parent reports.

Publications

Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).

 

Runke received her bachelor’s degree from Beijing Normal University (BNU) and master’s from the University of Hong Kong (HKU) with distinction. Both of the fields were Early Childhood Education.

After graduation from HKU, she became a kindergarten teacher in China. As a teacher, she was fully conscious that the quality of teachers’ pedagogical practice is really important for children’s learning and well-being. Therefore, her current research is to explore the quality of kindergarten teachers’ pedagogical practice and its association with teachers’ leadership.

Publications
  • Huang, R., Yang, W., & Li, H. (2019). On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education, 85, 81-91.
  • Huang, R., Yang, W., & Li, H. (2019). From transmissive to participatory pedagogies: A mixed- methods investigation of pedagogical interaction in Shenzhen kindergartens. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Symposium.
  • Yang, W., Su, Y., Huang, R., Zhu, J., Hsieh, W-Y., & Li, H. (2019). Coaching, teacher instruction, and early childhood development: Synthesizing the conceptual rationales and empirical effects. 2019 Biennial Meeting of the Society for Research in Child Development (SRCD). Poster.

Junlong (Charlie) Li is a DPhil student in Applied Linguistics. His research interests focus on English medium instruction (EMI), translanguaging, and language learning motivation.

Junlong obtained his BA (Hons) in English Education at Shenzhen University and MPhil in Education (Research in Second Language Education) at the University of Cambridge with Distinction. Junlong is CELTA-qualified. Prior to his DPhil study, he served as a secondary school English teacher and an IELTS speaking teacher in China.

Junlong has published and reviewed articles in several top-tier applied linguistics journals including English Today, Applied Linguistics Review, the Language Learning Journal, etc. He has also presented papers and posters at many international conferences. Junlong’s DPhil project will explore Chinese students’ motivational dynamics and translanguaging experiences during the transition to EMI higher education from an ecological perspective. He is keen on contributing new insights to second language education research.

Supervisors

Heath Rose and Kari Sahan

Henry is a Swire Scholar and is currently reading for a DPhil in Education at the University of Oxford. His doctoral research is fully funded by the Swire Charitable Trust and St Antony’s College.

Henry’s research interests lie primarily in classroom dynamics, specifically the interaction of cognitive, affective and motivational experiences in education settings. His DPhil research seeks the rapprochement between the dominant nomothetic (group-focus) approach in the field of education and psychology with the idiographic (person-focus) approach, which is mostly overlooked. Henry is also interested in advanced quantitative methods (e.g., Dynamic Structural Equatio