Zaiba’s DPhil is funded by the Empire, Migration and Belonging research project. Her research focuses on school history education, specifically how engaged pedagogies may support a process of decolonising and work to strengthen young people’s sense of belonging.
Zaiba received a BA in History and Political Science from the University of Birmingham. She then completed a PGCE in secondary history and an MSc in Learning and Teaching at the University of Oxford.
Zaiba taught history for four years in a state secondary school. She has also worked as an education consultant, helping to diversify curricula and support teachers to teach about the Partition of India.
Jim obtained a BA in Modern History and a MA in European History from University College London, followed by a MA in Teaching English to Speakers of Other Languages from Birkbeck College London. After this, he completed a PGCE in Secondary History and a MEd in Researching Practice at the University of Cambridge. He was awarded a PhD in Education from UCL. His doctoral research focused on the relationship between academic and school history, particularly in relation to literacy in secondary history curriculum design.
Jim taught and mentored in a number of state secondary schools and sixth form colleges. He was also a part of the Ofsted History Subject Working Group which provided advice on the new inspection framework’s development and implementation. He is an Honorary Fellow of the Historical Association and acted as Associate Editor for the HA’s professional journal Teaching History.
Jim’s research interests focus on history curriculum design, particularly literacy in history education, the relationships between academic and school history, and the interplay between overview and depth in history curricula.
• Carroll, J. E. (2022). ‘Terms and conditions: using metaphor to highlight causal processes with Year 13‘. Teaching History, 187, pp.40-49.
• Carroll, J. E. (2021). ‘Retheorising national assessment of the narrative mode for historical causal explanation in England’. History Education Research Journal, 18 (2), pp.148–65.
• Carroll, J. E. (2020). ‘Whose genres? Establishing curricular goals for students’ historical writing in England’ Teaching History (HTANSW), 52 (2), pp. 17-20
• Carroll, J.E. (2019). ‘Epistemic explanations for divergent evolution in discourses regarding students’ extended historical writing in England’. Journal of Curriculum Studies, 51 (1), pp.100-120
• Carroll, J. E. (2018). ‘Couching counterfactuals in knowledge when explaining the Salem witch trials with Year 13’. Teaching History, 172, pp.18-29
• Carroll, J. E. (2017). ‘From divergent evolution to witting cross-fertilisation: the need for more inter-discursive communication regarding students’ extended historical writing’. Curriculum Journal, 28 (4), pp.504-523
• Carroll, J. E. (2017). ‘From ‘double vision’ to panorama: using history of memory to bridge ‘event space’ when exploring interpretations of Nazi popularity with Year 13′. Teaching History, 168, pp.24-36
• Carroll, J. E. (2017). ‘I feel if I say this in my essay it’s not going to be as strong’: multi-voicedness, ‘oral rehearsal’ and Year 13 students’ written arguments’. Teaching History, 167, pp.8-16
• Carroll, J. E. (2016). ‘Grammar. Nazis. Does the grammatical ‘release the conceptual’? Teaching History, 163, pp.8-16
• Carroll, J. E. (2016). ‘Exploring historical ‘frameworks’ as a curriculum goal: a case study examining students’ notions of historical significance when using millennia-wide time scales’. Curriculum Journal, 27 (4), pp.454-478
• Carroll, J. E. (2016). ‘The whole point of the thing: how nominalisation might develop students’ written causal arguments’ Teaching History, 162, pp.16-24
As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.
By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.
After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.
Lesley Nelson-Addy is a PGCE English Curriculum Tutor and is also a Supervisor on the Masters in Learning and Teaching course, following her completion of her MSc in 2018.
Lesley is currently completing her PhD in Education and she is looking at the experiences of Black British students who study English at elite institutions across the UK. Lesley taught English in two local Oxfordshire state secondary schools for five years, having completed her PGCE at the Department of Education in Oxford. In addition to her teaching of students through GCSE and A Level English Language and Literature, Lesley has also been a professional programmes tutor at Oxford University where she teaches on the English PGCE course and is an examiner for the Masters in Learning and Teaching course.
Nelson-Addy, L., Dingwall, N., Elliott.V. & Thompson, I. (2018) ‘Back to the future: the restoration of canon and the backlash against multiculturalism in secondary English curricula’ in Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, L. (eds.) The Future of Englishteaching worldwide and its histories: celebrating 50 years from the Dartmouth conference (London:Routledge).
Judith Hillier has been at the University of Oxford Department of Education since 2007, where she leads the science PGCE programme, teaches on the Masters in Learning and Teaching and the Masters in Teacher Education, and also runs the Teaching Physics in Schools option for 2nd year physics undergraduates.
She is Fellow and Vice-President of Kellogg College, Oxford. Prior to that, after completing a degree in Physics at the University of St Andrews and her PhD in condensed matter physics from the University of Leeds and the Institut Laue Langevin, Grenoble, Judith studied on the Oxford PGCE programme and taught for several years in an Oxfordshire comprehensive school, becoming Key Stage 3 Co-ordinator. Judith’s research interests lie in the education of science teachers, the recruitment and retention of physics teachers, the role of language in the development of scientific explanations in the classroom, and gender and diversity in STEM education. She is on the Editorial Boards for Research in Science and Technological Education and for Physics Education, and has conducted the evaluations for the Conference for Undergraduate Women in Physics for the Institute of Physics for the last 7 years. She has mentored at the 2020 and 2021 European Science Education Research Association Doctoral Summer Schools, and was part of the local organising committee in 2020.