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Department of Education

Viewing archives for Theme 1: Language, Cognition and Development

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-1-overview.pdf

Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-2-focus-groups.pdf

Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-3-main-stakeholder-questionnaire.pdf

Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25. https://www.sqa.org.uk/sqa/files_ccc/acm-evaluation-pass-4-employer-survey.pdf

Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet

Wijetunga, M., & Godfrey-Faussett, T. (2021). Freirean Dialogue in a Digitalised Learning Environment. The Post-Pandemic University. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/

TITLE OF THESIS
Teachers’ metaphysical beliefs about truth

My research investigates teachers’ metaphysical beliefs about truth; a matter that has largely been neglected in previous research, which has tended to focus on epistemology. That is to say that, in addition to normative beliefs about the justificatory grounds for truth, teachers will also hold metatheoretic beliefs about the nature of truth in their relative subject disciplines. This research will cast light on the conceptualisations of subjects, and on the relationship between metaphysical beliefs and teachers’ self-perceptions regarding their professional responsibilities.

I have a philosophical background (BA Cantab) and have worked as a teacher of religious education. I have worked as a research assistant for a project, seed-funded by the John Fell Foundation, which investigated the forms of expertise drawn upon in the educational policy decision-making process of the COVID-19 pandemic. I have also worked as an assistant for a project funded by the Scottish Qualifications Authority, which developed and piloted a survey designed to measure stakeholders’ trust in examinations

TITLE OF THESIS
Students’ effort source perception: a lens to examine perceived study effort and judgments of learning

My research mainly uses an experimental design to collect quantitative data through digital platforms. Participants will be asked to complete educational tasks on computers and rate their effort and judgments of learning throughout the process. The experiments are currently being carried out in China. The plan is to finish the experiments by the end of 2022 and start doing data analysis while stay in the field to see if extra data are needed.

Before joining in the DPhil programme in Oxford, I completed an undergraduate degree in Education Studies at UCL Institute of Education and a master’s degree in Educational Research at University of Cambridge. My master’s dissertation explored students’ perceived effectiveness and preference of different types of course assessment. It concluded that course assessments that are related to the skills required by future career in the designated discipline are considered more preferred and effective by students.

Louise is a part-time DPhil Education student whose research focuses on issues of fairness and comparability in international summative assessments. She has worked in international educational assessment for over 14 years, and currently works in Assessment Research & Design at the International Baccalaureate (IB). 

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

Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.

Candace’s research focuses on assessments of early-stage literacy in low-and-middle-income countries. Specifically, around examining the challenges and opportunities relating to the alignment, measurement and use of SDG 4.1.1 on proficiency levels at primary and lower secondary education.

Candace completed her Masters in Educational Assessment and has chosen to continue her studies within the OUCEA.

TITLE OF THESIS
Educational Exclusion in Zimbabwe

Thomas is planning a mixed methods study looking at the factors influencing educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.

After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher. He is currently studying part-time towards a DPhil alongside work as a doctoral teaching fellow and as researcher, both in the department and freelance.

PUBLICATIONS
Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260

Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr,